Readiness for Teaching Economics: A Comparison of Applicants Across Geography and Gender

Abstract

This article thoroughly examines the preparedness levels among economics teacher candidates, considering the effects of geography and gender. The study aims to evaluate the readiness of people who want to teach economics, considering the effects of their gender and location. The research methodology involved collecting data from a diverse sample of aspiring teachers from different locations (Universitas Negeri Surabaya, Universitas Negeri Malang and Universitas Jember) considering both urban and rural settings. Subject knowledge, pedagogical abilities, and teaching experience were only a few of the preparedness factors examined and compared across places and genders. Based on geography and gender, the data show considerable differences in preparedness levels among candidates for economics teaching positions. Comparisons based on location highlight the differences in infrastructure, educational opportunities, and resource availability that may affect preparation levels. Gender analysis investigates how varied experiences, societal expectations, and access to professional growth opportunities may affect readiness. The ramifications of these findings emphasize the necessity for focused programs and laws to address the inequities found. The individual difficulties faced by candidates in various places and by different genders should be considered while working to improve preparation among economics teacher candidates. This study adds to the body of knowledge on teacher readiness. It provides policymakers, teacher education programs, and other stakeholders information on promoting inclusive and equitable teacher education practices.