ABSTRACT

Over the last three years, COVID-19 has triggered transformative changes in higher education. This study examines its impacts on the professional identity and vulnerability of four early childhood faculty members in both the U.S. and South Korea. Data were collected from self-reflections and collective discussions. Our findings reveal both shared experiences and context-specific vulnerabilities across the two countries. In addition to the lack of institutional support in common, Korean faculty faced identity dissonance under rigid policies and students' needs, while U.S. faculty navigated tensions between support and standards. The study underscores implications for teacher education, emphasizing the importance of sustained institutional support, fostering collegial collaboration, and prioritizing faculty and student well-being to confidently navigate future educational shifts.

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