Abstract
Objectives This study aims to deeply understand the process of self-growth in students within the school educational environment. It explores the self-growth process of four participants who are enrolled in a transitional educational institution, ‘Mokdonaru School’ located in Chungcheongbuk-do.
 Methods Preliminary surveys were conducted among all enrolled students, and foundational surveys were carried out with all teachers to select four research participants. Semi-structured, in-depth interviews were conducted with these participants, and the data was collected through transcription. The gathered data was analyzed using Nvivo (version 14), processing a cyclical process of open coding, axial coding, and selective coding.
 Results The participants in this study revealed a growth process characterized by individual differences. They recognize various triggers and elements as the background of their self-growth, and their individual growth is not so much independent as it is holistic, affecting and transforming across the areas of self-identity, social identity, and career identity.
 Conclusions These findings suggest the need for a deeper understanding of individual differences in students' self-growth processes in secondary education, and for a holistic approach that goes beyond a narrow focus on teaching activities to include the diverse living spaces and relational aspects surrounding the school.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Korean Association For Learner-Centered Curriculum And Instruction
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
