Career Identity Formation of Filipino Teaching Interns thru Internationalization: Consensual Qualitative Research
DOI:
https://doi.org/10.5281/zenodo.19944196Keywords:
career identity, teaching internship, internationalization, intercultural competence, pre-service teachersAbstract
This study explored how teaching internship experiences influence the formation of career identity among pre-service teachers who participated in an international internship program at Tra Vinh University, Vietnam, under the Student Internship Abroad Program (SIAP) of Southern Leyte State University. Guided by Consensual Qualitative Research (CQR), the study gathered data from selected teaching interns through semi-structured interviews and analyzed recurring patterns of their lived experiences. Findings revealed five interrelated themes: (1) adaptation to linguistic and cultural differences as a foundation of professional growth, (2) confidence and career commitment through experiential validation, (3) navigating threats and opportunities for personal safety and responsibility, (4) cross-cultural understanding and emotional resilience in professional identity formation, and (5) personal, social, and systemic factors influencing transformative learning. The results highlighted that international teaching internships serve as a transformative space for the development of career identity, fostering adaptability, self-efficacy, and intercultural competence aligned with the Philippine Professional Standards for Teachers (PPST). The study underscores the significance of internationalization as a catalyst for shaping globally responsive and reflective Filipino educators.
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