The Construction of Professional Identity Among Preschool Student Teachers During Teaching Practicum: A Narrative Review
DOI:
https://doi.org/10.63808/css.v2i1.410Keywords:
Preschool student teachers, Teaching practicum, Professional identity, Early childhood teacher education, Reflective practiceAbstract
Preschool student teachers are a vital reserve force for the early childhood education workforce, yet their professional identity during teaching practicum remains insufficiently synthesised in the literature. Building on the growing recognition that professional identity is pivotal to teacher retention and quality, this narrative review examines how preschool student teachers construct their professional identity in teaching practicum. Following a three-stage narrative synthesis of peer-reviewed literature on teacher identity, practicum experience, and early childhood teacher education, the review identifies a gradual and dynamic construction process comprising three stages: anticipatory professional cognition, adaptive professional negotiation, and reflective internalization. Authentic participation, mentor support, reflective practice, and emotional experience are highlighted as the key mechanisms shaping this process. These findings offer practical implications for designing practicum and strengthening professional identity in early childhood teacher education.
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