(Trans)formation of student teachers' professional identity through problem-based learning in Korea.
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| Title: | (Trans)formation of student teachers' professional identity through problem-based learning in Korea. |
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| Authors: | Han, Insuk1,2 (AUTHOR) glueball@daum.net |
| Source: | European Journal of Teacher Education. Jul2026, Vol. 49 Issue 3, p579-609. 31p. |
| Subject Terms: | *Problem-based learning, *College teachers, *Teacher education, *Student teachers, Professional identity, Koreans |
| Geographic Terms: | South Korea |
| Abstract: | The current study explored in what ways a problem-based learning (PBL) programme influenced the (trans)formation of the professional identities of six student teachers of English. The student teachers' narratives and responses to the questionnaires involved the (re)formed pedagogic meanings and related actions and emotions which constitute their professional identities. Data analysis disclosed that the PBL programme contributed to the formation and/or transformation of the student teachers' professional identities in a way that led them to specify their desire to be a teacher; (re)form pedagogic meanings; and relate their learning in the PBL programme to other pedagogic activities. Based on the findings, the researcher discusses implications for implementing effective PBL for the construction of student teachers' professional identities in teacher education programmes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The current study explored in what ways a problem-based learning (PBL) programme influenced the (trans)formation of the professional identities of six student teachers of English. The student teachers' narratives and responses to the questionnaires involved the (re)formed pedagogic meanings and related actions and emotions which constitute their professional identities. Data analysis disclosed that the PBL programme contributed to the formation and/or transformation of the student teachers' professional identities in a way that led them to specify their desire to be a teacher; (re)form pedagogic meanings; and relate their learning in the PBL programme to other pedagogic activities. Based on the findings, the researcher discusses implications for implementing effective PBL for the construction of student teachers' professional identities in teacher education programmes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2024.2360555 |
