A Narrative Approach to Understand Korean Teacher Agency in the Context of the Recent Innovation School Model

Autor/in	Shin, Kyunghee
Titel	A Narrative Approach to Understand Korean Teacher Agency in the Context of the Recent Innovation School Model
Quelle	In: Curriculum Matters, 17 (2021), S.105-126 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1177-1828
Schlagwörter	Foreign Countries; Progressive Education; Models; Professional Autonomy; Teaching Experience; Educational Innovation; Curriculum Development; School Culture; Elementary School Teachers; Teacher Attitudes; Public Schools; Teacher Empowerment; Educational Change; South Korea + Suchen Sie Ihr Suchwort? Ausland; Reformpädagogik; Progressive Erziehung; Analogiemodell; Berufsfreiheit; Instructional innovation; Bildungsinnovation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulkultur; Schulleben; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Public school; Öffentliche Schule; Bildungsreform; Korea; Republik
Abstract	Little effort has been made to understand the changes and issues faced by Korean teachers at the Innovation School, a type of public school with a progressive agenda. This qualitative research focuses on Korean teachers' lived experiences at their Innovation School sites. Narrative interviews were conducted with eight elementary school level Innovation School teachers to understand their thinking and practices, which revealed that teachers' thoughts and feelings shifted as they worked at the Innovation School. The teachers found that horizontal relationships and the administrative support of the Innovation School helped them to understand teacher agency in curriculum making. They also developed a sense of ownership of their curriculum by being involved in the collative culture of the school. However, most of them were concerned about whether they will keep their agency after leaving the Innovation School. Based on these findings, this research suggests several implications for policy and future research to sustain the Innovation School model to innovate Korean education. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01