Pre-Service Secondary English Teachers’ Perceptions of the Suitability of University Subject Areas and Teaching Competency Development Through Teaching Practicum

This study examines pre-service secondary English teachers' perceptions of the suitability of five university subject areas for teacher preparation and the development of teaching competencies through the teaching practicum. Data were collected through pre- and post-practicum questionnaire surveys and semi-structured interviews with sixteen fourth-year English education majors who completed a four-week teaching practicum. Teaching competencies were categorized into two domains: lesson preparation, and lesson delivery. The results showed that pre-service teachers viewed teaching practicum and English language teaching methodology as significantly more beneficial for their professional readiness than the other subject areas. Significant gains between pre- and post-practicum responses were found in all teaching competencies in lesson preparation, specifically writing lesson plans, planning lessons, and developing learning materials. However, in lesson delivery, a significant improvement was observed only in facilitating lesson activities, while marginal gains were reported in utilizing digital tools, using classroom English, and implementing competency-based education. These findings highlight a gap between teacher education programs and contemporary educational demands in schools, emphasizing the necessity to restructure university curricula and enrich practicum experiences through extended practice opportunities and targeted training in digital and competency-based instruction.