Examining Pre-Service Teachers' Readiness for Licensure Exams: A Descriptive Study of Support Systems, Self-Determination, and Pedagogical and Content Knowledge

Abstract

The success of teacher education institutions (TEIs) is often measured by the passing rate of their students on licensure examinations, as these exams are a crucial step for pre-service teachers to become licensed professionals. It is important for TEIs to ensure that their students are adequately prepared for licensure exams to enable them to begin their careers as teachers. This study aimed to assess the readiness of pre-service teachers for licensure exams in terms of the support systems, self-determination, and subject-matter and pedagogical knowledge they possess. A sequential exploratory mixed method was employed involving 82 graduating students to gather data for this study. The results of this research can inform the development of strategies and interventions to improve the readiness of pre-service teachers for licensure exams and ultimately enhance the success rate of TEIs.