Teaching Readiness and Professionalism of PGSD Students: A Conceptual-Critical Review of the Risks of Unprofessional Teaching Practices

Abstract

The quality of primary education is strongly influenced by teacher professionalism, which should be systematically developed through teaching readiness during pre-service teacher education. However, numerous studies indicate a persistent gap between the academic qualifications of teacher education graduates and their professional readiness to engage in authentic classroom practices. This condition suggests that theoretical mastery alone does not necessarily translate into adequate pedagogical readiness among prospective primary school teachers. This study aims to critically examine the concepts of teaching readiness and professionalism among pre-service primary school teachers (PGSD students) and to analyze their implications for the quality of primary education.

This study employed a qualitative approach using a conceptual-critical literature review of national and international research articles, educational policy documents, and relevant theoretical frameworks in teacher education. The analysis focused on the relationship between teaching readiness, pre-service teacher professionalism, and the potential risk of unprofessional instructional practices in primary school settings.

The findings indicate that teaching readiness constitutes a fundamental foundation of teacher professionalism. However, a significant gap remains between the theoretical knowledge acquired during pre-service education and practical pedagogical readiness in authentic classroom contexts. Insufficient teaching readiness may lead to less professional teaching practices that negatively affect learning quality and pupils’ development. This study contributes conceptually by positioning teaching readiness as a preventive indicator of professional risk among pre-service teachers and emphasizes the importance of systematically strengthening teaching readiness within pre-service teacher education programs to safeguard and enhance the quality of primary education in Indonesia.