Walking in their shoes: Emotional and professional identity transformation of pre-service teachers through student perspective-taking

Abstract

This study aims to examine the emotional and professional transformation of pre-service teachers during the Field Teaching Practice (PPL) as well as the implementation of student-centered learning. The research method used is descriptive qualitative, with data collected through in-depth interviews with five PPL participants. The research instrument consisted of open-ended interview guidelines designed to explore the participants’ experiences, perceptions, and changes in attitude during the PPL. The results show that participants underwent a transition from nervousness to confidence through direct interaction with students. They became aware of the diversity in students’ learning styles and adapted their teaching methods to be more inclusive. Participants also developed empathy and patience, which strengthened their relationships with students. Reflections during the PPL shifted their views on the teaching profession to become more realistic and complex. In addition, participants began to adopt student-centered learning by enhancing student engagement and creativity. The study concludes that PPL plays a crucial role in the personal and professional transformation of pre-service teachers, not only in honing technical skills but also in fostering empathy and a responsive pedagogical approach. It is recommended that teacher education programs emphasize reflective development and the implementation of student-centered learning, as well as strengthen supervision during PPL to maximize pre-service teachers' learning outcomes.