Universal Journal of Educational Research

ABSTRACT

Teaching internship marks a critical transition in the professional development of pre-service teachers, yet the dynamic and complex nature of today’s educational landscape can challenge their preparedness for this role shift. While much of the existing literature emphasizes cognitive and pedagogical readiness, little attention has been paid to the dispositional aspects that influence change readiness. This integrative literature review synthesizes theories, concepts, and empirical findings related to the dispositional change readiness of teaching interns. Anchored on the frameworks of Growth Mindset Theory, Trait Theory, and Stress and Coping Theory, the study explores how beliefs and personality traits function as pre-change antecedents that influence how pre-service teachers perceive and cope with the demands of their practicum. The review highlights the role of positive dispositions—such as growth mindset, locus of control, self-efficacy, self-esteem, positive affectivity, openness to experience, tolerance for ambiguity, risk tolerance, hope, optimism, resilience, and extraversion —in fostering adaptive, problem-focused coping strategies during this critical phase. A conceptual framework is developed to capture how these dispositions mediate readiness for the role transition, offering valuable insights for teacher education institutions aiming to support their interns holistically. By addressing the gap in literature on dispositional readiness, this study contributes a nuanced understanding of how internal attributes shape change responses and professional growth among future educators.