Teaching Practicum During COVID-19: Pre-Service English Language Teachers’ Professional Identities and Motivation

Lee Jin Choi and Mi Yung Park

SAGE Open, 2022, vol. 12, issue 3, 21582440221119472

Abstract: As the pandemic has brought in a paradigm shift in the way we educate and interact with our students, it has also had profound impacts on the practicum of pre-service teacher education. Focusing on the case of 14 South Korean student teachers who completed their teaching practicum in Spring 2020, this paper explores how the new form of teaching practicum, triggered by the current outbreak, affected student teachers’ professional development and their views on teaching practice and profession. In particular, it examines the ways by which teaching practicums conducted under unpredictable circumstances negatively or positively affect student teachers’ professional identities as teaching practitioners and their motivation to become a teacher. The findings of this study show that the teaching practicum conducted in times of crisis enabled pre-service English language teachers to develop a positive image toward teachers and teaching profession, and realize their potential as innovative and inspiring teachers in the post COVID-19 era.

Keywords: pre-service teacher education; teacher identity; teaching practicum; COVID-19; South Korea (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440221119472 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221119472

DOI: 10.1177/21582440221119472

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().