Pre-Service Teachers' Preparedness in Early Childhood Education: Disposition, Cognition, and Self-Reflection

This study examined pre-service teachers' dispositions and cognitions and their implications for preparedness in teaching early childhood education. The descriptive research design involved 160 Bachelor of Elementary Education students from a private teacher education institution in Northern Mindanao, selected through simple random sampling. Primary data were collected through researcher-made questionnaires on expectations, self-reflection, and teaching competencies, while secondary data were obtained from the Philippine Aptitude Test for Teachers. Descriptive and inferential statistics were applied to analyze the relationships among variables. Findings revealed that, regardless of specialization, pre-service teachers exhibited varying levels of teaching potential, with scholars showing higher readiness to teach. Intrinsic and altruistic motivations led them to view teaching as fulfilling and impactful, while extrinsic motivations led them to associate it with job security. Preschool Education majors and scholar students showed greater preparedness to teach young children. However, the majority were least prepared in the domains of Physical and Natural Environment and Language, Literacy, and Communication. The study concludes that pre-service teachers' content and pedagogical competencies are still developing, underscoring the need for enhanced early childhood training in teacher education programs.