Navigating Professional Identity and Vulnerability Amidst and Beyond the Pandemic: Four Faculty’s Reflections on Higher Education in the United States and Korea

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: International Teachers' Experiences and Professional Identity (Table 30)

Abstract

Over the past three years, higher education systems worldwide have undergone significant changes and transformations, largely influenced by the global COVID-19 pandemic. This study investigates the impacts of the pandemic on the professional identity and vulnerability of four early childhood faculty members in the U.S. and South Korea. Data were collected through self-reflections and collective discussion. The findings reveal both shared experiences and distinct differences in the vulnerability and resilience related to their professional identity. Drawing insights from these findings, this study offers implications for early childhood teacher education institutions. The study emphasizes institutional support for fostering faculty’s adaptability and resilience to better equip them in addressing future challenges with confidence and efficacy.

Authors

• Kyoung Jin Kim, University of North Texas

• Jaehee Kwon, SUNY at Fredonia

• Min Kyung Han, Song-Mind Psychiatric Clinic

• Ji-Hyang Sohn