Search results for: Korea (South)
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Korean EFL Teachers’ Perceptions of the Impact of EFL Teacher Education upon their Classroom Teaching Practices
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes.
Updated: Jul. 09, 2017
A Comparative Study of Teaching Efficacy in Pre-service and In-service Teachers in Korean Early Childhood Education and Care (ECEC)
The main goal of this study was to investigate the differences between the pre-service and in-service teachers in terms of their levels of teaching efficacy and teaching professionalism. The participants were 593 teachers in Korean Early Childhood Education and Care.They were divided into two subgroups consisting of pre-service teachers and in-service teachers who had agreed to participate in the study. The results found that in-service teachers had higher scores than their counterparts in only one of the six subscales of teaching efficacy, which is the subscale “Teaching Strategies”. Furthermore, the results showed that the subject’s college major specialisation and some domains of professionalism were found to be predictive to both groups.
Updated: Nov. 02, 2015
Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries
This study investigates the relationship between new teachers' beliefs about instruction and teaching practices. It also discusses some possible reasons for the relationships between teacher beliefs and teacher practices within national and international contexts. To examine the relationships between new teachers’ beliefs and their instructional practices, the authors selected new teachers in four OECD countries including Hungary, Korea, Norway, and Turkey. The findings showed that the instructional practices of new teachers from the four selected countries were neither consistent nor aligned with their beliefs about instruction. One of the reasons for this result may be that new teachers’ self-reported instructional practices might differ significantly from their actual performance.
Updated: May. 05, 2015
This self-study describes the author's experiences as a Korean doctoral student supervising six teacher candidates over one year. The author used self-study approach to examine and improve her own understandings of supervision. The data suggest that the program and the author together were able to influence the attitudes and teaching practices of at least four out of the six participants in this study. Furthermore, the author came to better understand how her recovered identity as a Korean helped her build strong relationships with the participants. Finally, through this study the author learned how power relationships can influence knowledge construction.
Updated: Dec. 02, 2013
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
This article presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures.
Updated: Nov. 25, 2013
The current study assessed the association between preservice teacher-related variables on measures of the Physical Educators' Intention toward Teaching Individuals with Disabilities II – Preservice Survey (PEITID-II-PS). 213 preserive physical education teachers ,who purposely selected from universities in China, Korea, and the United States, participated in the study. Results indicated that both intention and perceived behavioral control were predicted by teaching experience and perceived teaching competency.
Updated: Aug. 18, 2010
This paper describes kindergarten teachers' professional training and their social status in Korea. It describes the historical development of Korea's kindergarten teacher training system and pedagogical methods. Furthermore, the paper discusses the unequal social status of kindergarten teachers.
Updated: Oct. 28, 2009
In 1997, English became a compulsory subject in Korean elementary schools. The education of English teachers for the elementary school was accelerated. This article is based on the actual situation promoting English education. It explores the characteristics of English education vis-a-vis the Japanese situation, which is said to lag behind Korea's.
Updated: Mar. 04, 2009