Educational Practicum Environment and Professional Identity among Preschool Education Student Teachers: A Multiple Mediation Analysis

Abstract

Educational practicum environment is a key context in which preschool education student teachers experience professional roles and develop professional identity. This study surveyed 282 preschool education interns from a teacher education university in Hunan Province to examine how the educational practicum Environment influences professional identity. The results showed that students who voluntarily chose preschool education reported stronger professional identity and more positive perceptions of the educational practicum environment than those transferred into the major, although both groups showed relatively low professional will. Six-year program students scored lower than four-year program students in professional value, kindergarten organizational support, mentor teacher support, and overall practicum environment. All dimensions of the practicum environment were positively associated with professional identity. Practicum participation and relational climate, together with kindergarten organizational support, significantly predicted professional identity. Multiple mediation analysis further indicated that mentor teachers professional support did not directly predict professional identity; instead, it exerted its influence indirectly through practicum participation and relational climate and kindergarten organizational support. These findings suggest that professional identity in preschool education is shaped by authentic participation, positive relationships, and sustained organizational support. Universities and practicum kindergartens should strengthen collaborative mentoring, expand interns meaningful participation, and provide targeted support for six-year program students and students transferred into the major.