In 2019, several learning theories and concepts were cited regarding teaching readiness, particularly in the context of how pedagogies, strategies, and educational technology (ed-tech) impact this readiness. One notable theory is the Constructivist Learning Theory, which emphasizes that learners actively construct their understanding and knowledge through experiences and reflection. Pedagogies aligned with constructivism, such as inquiry-based learning or problem-based learning, foster teaching readiness by encouraging students to explore, question, and collaborate in constructing their knowledge.

Additionally, the Socio-Cultural Theory proposed by Lev Vygotsky highlights the importance of social interaction and cultural context in learning. Strategies that promote collaborative learning, peer teaching, or scaffolding can enhance teaching readiness by providing students with opportunities to engage in meaningful interactions, receive support from peers and educators, and build upon their existing knowledge and experiences.

Furthermore, Cognitive Load Theory (CLT) underscores the limitations of working memory and the importance of managing cognitive load during learning activities. Pedagogical strategies that optimize instructional design, such as chunking information, providing worked examples, or utilizing multimedia resources effectively, can mitigate cognitive overload and support teaching readiness by facilitating better retention and comprehension of content.

In the realm of educational technology, the concept of Technological Pedagogical Content Knowledge (TPACK) integrates technology, pedagogy, and content knowledge to enhance teaching effectiveness. Educators who possess TPACK are better equipped to select and integrate appropriate ed-tech tools and resources into their teaching practices, thereby fostering teaching readiness by leveraging technology to facilitate active learning, differentiation, and personalized instruction.

Moreover, the Universal Design for Learning (UDL) framework emphasizes the importance of providing multiple means of representation, engagement, and expression to accommodate diverse learners' needs and preferences. Ed-tech tools aligned with UDL principles can promote teaching readiness by offering flexible learning options, scaffolding supports, and accessible content, thereby empowering all students to succeed.

Overall, these theories and concepts underscore the intricate interplay between pedagogies, strategies, and ed-tech in shaping teaching readiness. By understanding and applying these principles effectively, educators can create engaging, inclusive, and effective learning environments that empower students to achieve their full potential.

In 2019, discussions surrounding teaching readiness, influenced by pedagogies, strategies, and educational technology, often drew upon Lev Vygotsky's Zone of Proximal Development (ZPD) theory. This theory underscores the significance of interactions between learners and more knowledgeable individuals, such as teachers or peers, in the learning process. The ZPD delineates the gap between what a learner can accomplish independently and what they can achieve with appropriate guidance and support. When considering teaching readiness, pedagogical approaches, instructional strategies, and educational technologies are leveraged to scaffold learning experiences effectively. By targeting tasks that lie within the ZPD, educators can provide learners with opportunities to stretch their capabilities while receiving the necessary assistance to succeed. Thus, understanding and applying Vygotsky's ZPD theory are pivotal for educators seeking to cultivate readiness for learning, as it informs the design and implementation of teaching practices that optimize the impact of various instructional methods and technological tools.