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

• Published in: SAGE Open Vol. 12; no. 3; p. 21582440221119472
• Main Authors: Choi, Lee Jin, Park, Mi Yung
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2022; SAGE PUBLICATIONS, INC; SAGE Publishing
• Subjects: Coronaviruses; COVID-19; English (Second Language); English language; English teachers; Foreign Countries; Korean language; Language Teachers; Language teaching methods; Mentoring programs; Motivation; Pandemics; Practicums; Preservice Teachers; Professional Identity; Student Motivation; Student teachers; Teacher education; Teaching; South Korea; COVID-19; teacher identity; South Korea; pre-service teacher education; teaching practicum
• ISSN: 2158-2440; 2158-2440
• DOI: 10.1177/21582440221119472

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.