Post-Epidemic Period Construction of Professional Identities of Elementary School Pre-Service Teacher Mentors in China
Teacher practicum, a crucial step in transitioning from pre-service to in-service teaching, provides an essential professional development opportunity. This study investigates how elementary school mentors construct their professional identities (PIs) as they guide pre-service teachers (PSTs) throug...
| Published in: | INTERNATIONAL JOURNAL OF TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT |
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| Main Authors: | , , , , , |
| Format: | Article |
| Language: | English |
| Published: |
IGI GLOBAL
2024
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| Subjects: | |
| Online Access: | https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001282396600003 |
| Summary: | Teacher practicum, a crucial step in transitioning from pre-service to in-service teaching, provides an essential professional development opportunity. This study investigates how elementary school mentors construct their professional identities (PIs) as they guide pre-service teachers (PSTs) through their practicum. Data was collected through interviews with four mentors and four PSTs in elementary schools in China, and a thematic analysis was conducted. The results reveal that in guiding pre-service teachers, the mentors construct four PIs: committed practitioners, role models, lifelong learners, and coaches. The factors affecting the construction of mentors' PIs include job burnout, teacher commitment, teacher learning methods, self-efficacy, teacher knowledge, Chinese traditional culture, and career development experiences. |
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| ISSN: | 2572-4878 2572-486X |
| DOI: | 10.4018/IJTEPD.349581 |