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

KEYWORDS:

• Professional identity
• problem-based learning
• meaning negotiation
• teacher education
• ELT

Disclosure statement

No potential conflict of interest was reported by the author(s).

Availability of data and material

I handled data confidentially, and I cannot share participants’ results to third parties.

Ethical approval

The research was carried out in accordance with the guidelines of research ethics recommended by the IRB of National Research Foundation of Korea.

Additional information

Notes on contributors

Insuk Han

Insuk Han studied curriculum internationalisation in HE at Monash University, Australia and English teachers’ professional identity at Leeds Metropolitan University, UK. She is interested in comprehending teachers’ pedagogical problem-solving processes in relation to their PI and metacognition, identifying students’ problem solving and metacognition operation, and developing context-sensitive professional standards and pedagogies.