The Shaping of Professional Identity: Pre-Service Teachers’ Perception of Readiness Following Internship Experience

This qualitative descriptive study explores how internship experiences shape the professional identity and perceived readiness of pre-service early childhood educators. Guided by a pragmatic-constructivist framework, semi-structured interviews with Grade 1 interns from Cebu Normal University were analyzed using Braun and Clarke’s thematic analysis. Five key themes emerged, highlighting the transition from self-doubt to growing confidence, the importance of mentorship, and a commitment to continued growth. Mentorship quality and real-time engagement with learners were identified as key mediating factors in the formation of a robust professional identity. Participants reported a significant evolution in their professional identity, characterized by increased confidence and enhanced teaching competencies, facilitated by hands-on classroom experiences and supportive mentor relationships. Findings show that internships bridge theory and practice, enhance teaching competencies, and support identity formation. In response to the data, the study proposes a Professional Readiness Enhancement Program (PREP) to address the developmental needs of pre-service teachers and to inform the refinement of teacher education curricula. This study contributes to the discourse on teacher preparation by highlighting the essential role of internships in shaping pre-service teachers' identities and readiness for the teaching profession.