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(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.
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]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: (Trans)formation of student teachers' professional identity through problem-based learning in Korea.
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  Data: <searchLink fieldCode="AR" term="%22Han%2C+Insuk%22">Han, Insuk</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> glueball@daum.net</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jul2026, Vol. 49 Issue 3, p579-609. 31p.
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  Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Koreans%22">Koreans</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194542293
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      – Type: doi
        Value: 10.1080/02619768.2024.2360555
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 31
        StartPage: 579
    Subjects:
      – SubjectFull: Problem-based learning
        Type: general
      – SubjectFull: College teachers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Professional identity
        Type: general
      – SubjectFull: Koreans
        Type: general
      – SubjectFull: South Korea
        Type: general
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      – TitleFull: (Trans)formation of student teachers' professional identity through problem-based learning in Korea.
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              M: 07
              Text: Jul2026
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              Y: 2026
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