Article 2024

(Trans)formation of student teachers’ professional identity through problem-based learning in Korea

HI
Han, Insuk
European Journal of Teacher Education
Journal
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. © 2024 Association for Teacher Education in Europe.

Keywords

Author Keywords

Problem-based learning Professional identity Teacher Education ELT meaning negotiation

Index Keywords

Author Affiliations
School of Languages, Leeds Beckett University, Leeds, West Yorkshire, United Kingdom, Institute of Liberal Arts Education, Pukyong National University, Busan, South Korea
Funding & Acknowledgements
No funding information
References 10 References
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