I Listen Therefore I Become: Evaluating the Strengths and Weaknesses of Pre- Service Teachers as a Basis for Pre-Service Training Program

The purpose of this study is to identify the weaknesses of pre-service teachers and turn them into strengths in the BECED program at DMMMSU MLUC LES. A qualitative method was used in this study, and data were collected through a one-on-one interview guide administered to target participants. The findings of this study are as follows: (1) The pre-service teachers had strengths, which are the lesson planning and preparation, classroom management and rule implementation, responsiveness to feedback and reflective practice, confidence and communication skills, and lastly creativity and innovation in teaching. (2) The pre-service teachers had weaknesses, which are when planning becomes the problem, disorder in environments, untapped potential, time passes, dedication diminished, calm plans, stormy nerves, and lastly, no first move, no progress achieved. (3) The training design can be proposed to address the weaknesses of pre-service teachers, which include classroom management, lesson planning mastery, confidence-building, stress management, professionalism training, teaching strategies and methods, and lastly professionalism and work ethics. These results necessitate training that targets the weaknesses of pre-service teachers. The study used thematic analysis, specifically the Braun and Clarke (2006) method, to examine pre-service teachers' strengths and weaknesses. Braun and Clarke Method (2006) described thematic analysis as a technique for recognizing, examining, and presenting patterns (themes) found within qualitative data. It provides a versatile, straightforward method for assessing significance across a dataset. Data were collected through interviews using a researcher-developed interview guide.

Pre-service Teachers, Strengths, Weaknesses, Training Program

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