<![CDATA[Preparing EFL pre-service teachers involves pedagogical preparation and an understanding of professional responsibilities. This exploratory cross-sectional survey examined the relationships of teacher identity and self-reported pedagogical knowledge with perceived teaching readiness among English Education students at Universitas Negeri Padang, Indonesia. Seventeen students were purposively selected based on their participation in, or completion of, a teaching practicum. The study used three ten-item questionnaire scales and analyzed the data using descriptive statistics, Cronbach’s alpha, Pearson correlations, and multiple linear regression. Teacher identity was positively associated with perceived readiness (r = 0.714, p = 0.001), as was self-reported pedagogical knowledge (r = 0.746, p < .001). The joint model accounted for 80.6% of readiness-score variance within the sample (R² = 0.806; adjusted R² = 0.778; F(2,14) = 29.108, p < 0.001). Both predictors retained positive coefficients after accounting for the other predictor. Descriptive item patterns indicated higher self-ratings for lesson planning than for addressing learning difficulties, and higher confidence in teaching before students than in responding to varied classroom situations. The findings suggest that teacher education should address professional identification and perceived pedagogical preparation jointly. Interpretation remains limited by the small sample, self-report measures, limited validity evidence, and cross-sectional design. Practical implications include professional reflection, pedagogical decision-making activities, and practicum mentoring.]]>
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