<![CDATA[This qualitative phenomenological study aims to analyze the construction of the meaning of the teaching profession and its implications for the career interests of UNESA Social Studies Education students after undergoing the School Field Introduction (PLP). Data were collected through in-depth interviews and analyzed using the framework of social construction theory and career interest theory. The results of the study indicate that PLP functions as a place for students to discover the reality of the teaching profession, thereby enabling them to change the meaning of the profession from an ideal to a realistic one. This construction of meaning is influenced by three field realities: pedagogical reality, social environmental reality, and cultural reality. These changes in meaning have implications for the dynamics of career interest. Analysis of the implication stage using John Holland's career interest theory shows a decline in career interest in becoming a teacher due to the low level ofself-efficacy,There is a shift in career interests influenced by the failure to adapt and align the school environment with the individual character of the student, as well as the strengthening of realistic interests. It can be concluded that the real experience of PLP can definitively shape a construction of meaning and map the direction of students' career interests. Key Words: The Meaning of the Teaching Profession; Career Interests; PLP; Social Construction;Self Efficacy]]>
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