Post-Epidemic Period Construction of Professional Identities of Elementary School Pre-Service Teacher Mentors in China

• Published in: INTERNATIONAL JOURNAL OF TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT
• Main Authors: Jiang, Yilin; Samah, Narina A.; Zou, Fei; Liu, Jiayang; Zhang, Haihang
• Format: Article
• Language: English
• Published: IGI GLOBAL 2024
• Subjects: Education & Educational Research
• Online Access: https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001282396600003

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.