| This qualitative study explores the experiences and perspectives of TESOL preservice teachers on their international field experience in Korea. During this faculty-led, short-term internship program held in Korean EFL secondary classrooms, undergraduate students from both education and non-education majors underwent personal and professional transformations. In-depth interviews and reflective journals of the five focal participants as well as the researcher's ethnographic observations -- from the pre-departure preparations to post-arrival meetings with the participants -- regarding their teaching and learning experience through the practicum abroad were analyzed to examine their development in teacher identity (trans)formation and teaching quality construction. The findings discuss the dynamics of TESOL preservice teachers' identity formation and teaching quality building during their immersions and interactions within a new culture and a teaching context. Drawing from Wenger's (1998) well-known concept, 'community of practice,' and teacher education studies, this study argues for teaching quality development for preservice teachers who will be working with diverse student populations in their careers. The preservice teachers' field experience beyond their cultural context provided them with meaningful opportunities for their teacher identity (trans)formation and intercultural awareness development to be prepared for culturally and linguistically diverse learners in their future classrooms. Implications for teacher education are delineated along with recommendations to promote further research in TESOL teacher education through international field experience. |
