A Study on the Differences in Professional Identity of Early Childhood Education Pre-Service Teachers Before and After Educational Internships

Abstract

This study aims to explore the changes in professional identity among early childhood education preservice teachers (PSTs) before and after their educational internships. Data were collected using questionnaires and analyses with paired sample t-test and repeated measures ANOVA. The results showed significant differences in the professional identity of early childhood education PSTs before and after the internship. After the internship, students' overall professional identity improved significantly, particularly in terms of professional emotions and values. During the internship, undergraduates with high self-evaluation experienced a significant improvement in their professional identity, particularly in their professional values. The study indicated that educational internships play a positive role in enhancing the professional identity of early childhood education PSTs, helping them to experience better professional emotions and develop sound professional values. It is recommended to strengthen the internship practice in early childhood education programmers to cultivate students' professional emotions and values and to focus on students with high self-evaluation during internships to promote the formation and development of their professional identity.