Professional identity and undergraduate students during the COVID-19 pandemic. A case study in Greece

Abstract

This paper aims to investigate the positions of undergraduate students on how the COVID-19 pandemic affected them as future educators. The sample of the study is undergraduate students in a Greek University aspiring to become preschool teachers, who experienced firsthand during their undergraduate studies the pandemic and the changes it brought. The data was collected through an anonymous questionnaire followed by thematic content analysis. The analysis of the responses reveals that the students perceive themselves as pre-service educators coping with change, utilizing new technologies, acquiring unique experiences, or lagging behind in experience. A particular finding, however, is the future perspective of lived experience by students. One position is that these experiences will be applicable in the same (narrow) situation in the future. A second viewpoint is that it was a generalizable experience that raised their awareness and prepared them to meet ad hoc a broader spectrum of future challenges. The present research aspires to contribute to deepening our understanding of the changes the COVID-19 pandemic brought and how future educators perceive them in the process of forming their professional identity and preparedness in times of educational change and challenges.