Korean Educational Development Institute(KEDI)

DOI: 10.22804/kjep.2021.18.1.001

Open Access

This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.

License: https://creativecommons.org/licenses/by-nc-nd/4.0/

ⓒKorean Educational Development Institute (KEDI)

Abstract 

This study investigates the long-term effects of an international teaching practicum (ITP) on the development of teachers’ personal and professional competence. Based on diaries of seven Korean participants in their ITP, the study also explores the teachers’ current experiences. Data were collected using three methods: teaching diaries, interviews from the participants, and field-notes from the program instructor. The teaching diaries were written while the participants were in their ITP (2016-2017), and the interviews were conducted in 2018. Through ITP participation, the Korean pre-service teachers achieved various insights toward differences, and this led them to possess openness. These insights became their identities-in-practice as a kind person and innovative teacher, which brought reconceptualization and reconstruction of their teaching practice, long-termly.