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

Author

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  • Lee Jin Choi
  • Mi Yung Park

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.

Suggested Citation

  • Lee Jin Choi & Mi Yung Park, 2022. "Teaching Practicum During COVID-19: Pre-Service English Language Teachers’ Professional Identities and Motivation," SAGE Open, , vol. 12(3), pages 21582440221, September.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221119472
    DOI: 10.1177/21582440221119472
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    Cited by:

    1. Liliana Pedraja-Rejas & Emilio Rodríguez-Ponce & Camila Muñoz-Fritis & David Laroze, 2023. "Online Learning and Experiences in Higher Education during COVID-19: A Systematic Review," Sustainability, MDPI, vol. 15(21), pages 1-21, November.

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