A journey to the unknown: Navigating four faculty’ professional identity and vulnerability amidst and beyond the pandemic

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Jaehee Kwon Kyoung Jin Kim Min-Kyung Han Ji-Hyang Sohn
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』Vol.19 No.2, 209~236쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.05.01

국문 초록

Over the last three years, COVID-19 has triggered transformative changes in higher education. This study examines its impacts on the professional identity and vulnerability of four early childhood faculty members in both the U.S. and South Korea. Data were collected from self-reflections and collective discussions. Our findings reveal both shared experiences and context-specific vulnerabilities across the two countries. In addition to the lack of institutional support in common, Korean faculty faced identity dissonance under rigid policies and students' needs, while U.S. faculty navigated tensions between support and standards. The study underscores implications for teacher education, emphasizing the importance of sustained institutional support, fostering collegial collaboration, and prioritizing faculty and student well-being to confidently navigate future educational shifts.

목차

Introduction

Theoretical Frameworks

Methods

Results

Discussion

Conclusion

References

키워드

professional identity teaching during/after (post) pandemic faculty vulnerability early childhood education