A Review of Research on the Mechanisms Influencing Pre-Service Teachers' Professional Identity: An Integrative Perspective on Educational Internships, Field Interactions, and Perceptions of Efficacy

Pre-service teachers, as the pipeline for the teaching profession, exhibit a level of professional identity that directly impacts both their career stability and educational quality. A prevalent dichotomy exists among current pre-service teachers: they demonstrate high intrinsic value recognition towards the profession yet low recognition of its extrinsic conditions. Existing research on pre-service teachers' professional identity predominantly focuses on isolated influencing factors, lacking systematic integration. This study employs a literature review methodology to systematically synthesize existing research. It integrates and analyzes the dual effects of teaching practicum, the conflict and reconciliation within field interactions, the mediating role of efficacy perception, and the chained pathways connecting these three elements. The findings reveal that: Teaching practicum exerts dual-directional effects on professional identity through the "quality-efficacy" pathway, with its impact moderated by the quality of field interactions; The core of field interactions lies in the conversion of theoretical and practical capital. While conflict may undermine identity, reconciliation through mechanisms like dual-mentorship or reflective practice can foster its development; Efficacy perception serves as the crucial mediator connecting external practice with internal identity formation. It amplifies positive influences while buffering against negative impacts. Collectively, these three components constitute an integrated chain underlying the construction of pre-service teachers' professional identity.