Exploring English Teachers’ Perceived Preparedness for Pedagogical and Institutional Demands Upon Entry to Public Schools
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Abstract
This study examines English teachers’ perceptions of their preparedness to address pedagogical and institutional demands upon entering the public education system in Ecuador. The study focuses on the discrepancy between initial teacher training and the demands of public-school contexts. It explores teachers’ perceptions of their pedagogical and institutional preparedness and identifies the challenges and gaps experienced during their professional insertion. A qualitative approach was employed within an interpretative paradigm, using semi-structured interviews with three teachers with up to three years of experience in public institutions. Data were analyzed through discourse analysis supported by thematic categorization. Findings indicate that teachers recognize their theoretical training as a foundation; however, they report difficulties in applying this knowledge to real classroom situations, particularly in classroom management, attention to diversity, and contextual adaptation. Additionally, participants report a high administrative workload and challenges related to institutional regulations. The study identifies a gap between teacher education and the demands of public educational contexts, highlighting the need to strengthen practical training, preparation for inclusive education, and teacher induction support.
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