A Comparative Study on Preservice Teachers’ Practicum Experiences in Korea and the U.S.

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 2
  In Roundtable Session: Beyond Boundaries: Comparative Explorations of Culture, Education, and Identities

Abstract

This study offers a cross-cultural comparison of preservice teachers’ practicum reflections in South Korea and the United States, examining how they narrate their learning, challenges, and emerging professional identities. Using an exploratory mixed-methods design, we analyzed reflection papers from 37 Korean and 18 U.S. elementary education majors written at early, mid, and final stages of their field experiences. Findings reveal contrasting identity trajectories: Korean participants positioned themselves primarily as learners observing mentor teachers, while U.S. participants framed themselves as agentive practitioners from the outset. Differences also appeared in curriculum language, with Korean reflections anchored in subject-specific terms and U.S. reflections using activity-centered labels. These insights inform teacher education by highlighting cultural logics shaping practicum experiences and identity development.

Authors

• Gayoung Choi, University of Nebraska - Lincoln

• HYOJUN YANG, Korea National University of Education