Pre-service English Teachers’ Professional Growth in Cross-Cultural Teaching: Insights from an International Teaching Practicum in South Korea

This mixed-methods study explores the professional development of Hong Kong pre-service English teachers participating in a short-term international teaching practicum (ITP) in Daegu, South Korea. Employing a pre-/post-survey design and qualitative analysis of reflective essays, the study examines changes in participants’ attitudes toward classroom management, communication, culture, instruction, self-assessment, and teaching practices. Nine pre-service teachers participated, with seven completed both surveys and six submitted reflective essays. The findings indicate notable growth in teachers’ self-efficacy, intercultural awareness, and pedagogical flexibility. These results deepen understanding of how international experiences foster professional identity formation among pre-service teachers and offer practical implications for the design of future ITP programs. Overall, the study suggests that well-structured ITP experiences can substantially enhance pre-service English teachers’ professional competencies and global outlook.