Exploring Preservice Teachers’ Self-Efficacy in a Korean Teacher Education Program: The Impact of Hybrid Field Practicum

**Exploring Preservice Teachers’ Self-Efficacy in a Korean Teacher Education Program: The Impact of Hybrid Field Practicum**

In the rapidly evolving landscape of education, the preparation of future teachers is a critical concern. Teacher education programs worldwide are continually adapting to better equip preservice teachers with the skills and confidence needed to thrive in diverse classroom settings. In South Korea, a country known for its rigorous educational standards, innovative approaches to teacher training are being explored. One such approach is the hybrid field practicum, which combines traditional in-person teaching experiences with online components. This article delves into the impact of hybrid field practicum on preservice teachers’ self-efficacy within a Korean teacher education program.

### Understanding Self-Efficacy in Teaching

Self-efficacy, a concept introduced by psychologist Albert Bandura, refers to an individual’s belief in their ability to succeed in specific situations or accomplish a task. In the context of teaching, self-efficacy pertains to a teacher’s confidence in their ability to effectively manage classroom activities, engage students, and foster a positive learning environment. High self-efficacy is associated with greater enthusiasm for teaching, resilience in the face of challenges, and overall better teaching performance.

### The Korean Context

South Korea’s education system is renowned for its high academic standards and competitive nature. Teacher education programs in Korea are designed to produce highly competent educators who can meet these standards. Traditionally, these programs have relied heavily on in-person field practicums, where preservice teachers gain hands-on experience by teaching in real classrooms under the supervision of experienced mentors.

### The Hybrid Field Practicum Model

The hybrid field practicum model integrates both face-to-face and online teaching experiences. This approach aims to provide preservice teachers with a more flexible and comprehensive training experience. The online component often includes virtual classrooms, digital lesson planning, and remote student engagement activities. This model has gained traction due to its potential to offer diverse teaching experiences and accommodate various learning styles.

### Impact on Self-Efficacy

#### Enhanced Flexibility and Adaptability

One of the primary benefits of the hybrid field practicum is its flexibility. Preservice teachers can engage with students and mentors from different locations, broadening their exposure to various teaching environments. This adaptability is crucial in developing self-efficacy, as it allows preservice teachers to navigate and manage diverse classroom dynamics confidently.

#### Increased Technological Proficiency

The integration of online components necessitates the use of digital tools and platforms. As preservice teachers become proficient in these technologies, their confidence in using them effectively in their future classrooms increases. This technological proficiency is particularly relevant in today’s digital age, where technology plays a significant role in education.

#### Real-Time Feedback and Reflection

Hybrid practicums often incorporate real-time feedback mechanisms, enabling preservice teachers to receive immediate input from mentors and peers. This continuous feedback loop fosters a culture of reflection and improvement, which is essential for building self-efficacy. By reflecting on their teaching practices and making necessary adjustments, preservice teachers can develop a stronger sense of competence.

#### Diverse Teaching Experiences

The hybrid model allows preservice teachers to engage with a wider range of students and teaching scenarios. This diversity helps them build a more robust skill set and enhances their ability to handle various classroom situations. Exposure to different student needs and learning styles contributes to a more comprehensive understanding of effective teaching practices.

### Challenges and Considerations

While the hybrid field practicum offers numerous benefits, it also presents certain challenges. Ensuring consistent quality across both online and in-person components can be difficult. Additionally, some preservice teachers may initially struggle with the technological demands of the online component. Addressing these challenges requires careful planning, ongoing support, and continuous evaluation of the program’s effectiveness.

### Conclusion

The hybrid field practicum model represents a promising approach to enhancing preservice teachers’ self-efficacy in Korean teacher education programs. By combining traditional in-person experiences with innovative online components, this model offers a flexible, comprehensive, and technologically enriched training experience. As preservice teachers navigate diverse teaching environments, receive real-time feedback, and develop technological proficiency, their confidence in their teaching abilities grows. While challenges exist, the potential benefits of this approach make it a valuable addition to teacher education programs aiming to prepare future educators for success in an ever-changing educational landscape.

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