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A Study on the Teaching Practicum Experience of Pre-service Teacher Librarians

  • Journal of the Korean Biblia Society for Library and Information Science
  • 2026, 37(3), pp.127~149
  • DOI : 10.14699/kbiblia.2026.37.3.127
  • Publisher : Journal Of The Korean Biblia Society For Library And Information Science
  • Research Area : Interdisciplinary Studies > Library and Information Science
  • Received : August 17, 2026
  • Accepted : August 31, 2026
  • Published : September 30, 2026

So Byoung Moon 1,  Jeonghoon Lim 2

1국립공주대학교
2계명대학교

Accredited

ABSTRACT

This study examines how the school field practicum experience shapes pre-service teacher librarians’ perceptions of and emotional responses to the teaching profession, based on reflective essays written before and after the practicum. Over three years (2023-2025), 79 pre-practicum and 70 post-practicum essays were collected from pre-service teacher librarians at University A and analyzed through keyword network analysis and a qualitative analysis of 67 matched pre- and post-practicum essay pairs. Three findings emerged. First, pre-practicum essays were dominated by emotion-related words such as “worry” and “expectation” alongside “teacher,” “student,” and “field practicum,” whereas post-practicum essays foregrounded practice-related words such as “student,” “teacher,” “class,” and “school library.” Second, centrality analysis showed a sharp rise in the centrality of “class” and a more than twofold increase in the betweenness centrality of “student” after the practicum; “school library” newly emerged as a key term, while “worry” and “expectation” declined in rank. Third, the qualitative analysis showed that ambivalent pre-practicum emotions—anxiety over insufficient subject knowledge and fear of classroom management mixed with expectation—shifted to confidence and motivation for the teaching profession in 79.1% (53 of 67) of respondents after the practicum. These results indicate that the practicum transforms pre-service teacher librarians’ vague anxiety and expectation into concrete professional confidence. The study suggests strengthening pre-practicum training through teaching demonstrations and mock classes, systematizing cooperating teachers’ roles at practicum schools, and developing post-practicum programs linking reflection with career counseling.

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