Pre-service English teachers’ readiness for the English language curriculum: How competent are they?

This study investigates senior-year pre-service English teachers’ knowledge, perceptions of curriculum-related knowledge and skills, and experiences with the 2018 National English Language Curriculum for Grades 2–8 during their pre-service teacher education in Türkiye. Employing a mixed-methods approach, quantitative data were collected from 197 senior-year pre-service English teachers enrolled in undergraduate English Language Teacher Education programs at public universities in Ankara through curriculum knowledge test and questionnaire, while qualitative data were gathered via semi-structured interviews with 12 volunteer participants from the same study group. The findings revealed significant deficiencies in curriculum knowledge and competencies, with participants demonstrating limited understanding of curriculum components, instructional approaches, and assessment practices. Despite recognizing the importance of curriculum knowledge, most participants reported minimal engagement with curriculum-related content during their training. The study also highlights that curriculum-focused coursework is often confined to the final year of teacher education, leaving pre-service teachers underprepared to navigate and implement curriculum in real classroom settings. These findings suggest a critical gap in pre-service teacher education programs, necessitating systemic improvements to enhance curriculum literacy. The study calls for the integration of structured curriculum-focused courses, hands-on learning opportunities, and mentorship programs to better equip pre-service teachers with the competencies needed to critically engage with, adapt, and implement the curriculum in diverse educational contexts.