Korean Teachers Research Articles

교육 ODA 경험에 대한 한국 교사들의 내러티브

Objectives This paper analyzes the meaning of Korean teachers who led online training for Azerbaijani teachers as an educational official development assistance (ODA) project of KOICA to strengthen learner-centered education competency. In other words, by examining how Korean teachers' experiences of participating in educational ODA projects are interpreted and meaningful to them, it was intended to suggest implications for educational ODA in Korean society, which is ultimately expanding its role as a donor country.
 Methods To this end, a total of three group interviews were conducted using a semi-structured interview method with 12 Korean teachers who took the roles of instructors, coaches, and supervisors, and led the Azerbaijani teacher training program. The interview results were analyzed by topic according to the qualitative research paradigm.
 Results The results of the Korean teachers' experiences of teacher training for Azerbaijan teachers can be summarized as follows: 1) Education ODA as a ‘contact zone’ 2) Confirmation and improvement of self-efficacy 3) Education ODA as an opportunity of ‘lifelong learning’ as a teacher 4) Creation of aspirations for international teacher professional learning community. In particular, Korean teachers showed the development of cooperative interaction between donor and recipient countries and a sense of community solidarity while understanding the situation, educational environment and culture of Azerbaijani teachers and accepting their trials and errors.
 Conclusions Based on the results of the study, the implications and future tasks for Korean society, which is expanding and deepening its role as a donor country in educational ODA quantitatively and qualitatively, were discussed in relation to teacher competency reinforcement. In particular, through the experience of Korean teachers who took on multifaceted roles such as training planning to strengthen learner-centered educational capabilities of Azerbaijani teachers, as instructors, coaches, and supervisors, implications related to the perception, attitude, and practice of teachers in donor countries in educational ODA were analyzed. discussed.

Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism

This study applies system-focused resilience and collaborative professionalism to examine how teachers in Korea collectively developed resilience and transformed teaching during COVID-19. Using qualitative data from seven individual interviews and four focus groups, we found Korean teachers navigated complex challenges (rapidly changing policies, online teaching, exacerbated learning gaps, and excessive social pressure) and utilized contextual resources (collective autonomy and flexibility, solidity and solidarity, and collective responsibility) to develop strategies (collaborative inquiry, timely communication, and envisioning the future of schooling). The study extends teacher resilience toward more collective and communal, from the individual level, by linking resilience to collaborative systemic changes.

Conceptualising the multifaceted impacts of a Global Englishes-oriented teacher development programme

Despite the increasing amount of research on professional development focused on Global Englishes (GE), there has been little discussion on how the impact of GE-oriented teacher development can be conceptualised and evaluated. To fill this research gap, this case study inductively analyses different types of teacher change that South Korean teachers experienced while participating in a GE-oriented teacher development programme. The study involved a longitudinal professional development programme, consisting of 16 h of workshop sessions focused on issues relevant to GE, and a four-month-long application phase which supported pedagogic experimentation with GE perspectives in the teachers’ own classrooms. A qualitative content analysis of interviews and written reflections reveals three levels of teacher change associated with GE-oriented teacher development: cognitive, conative, and performative. While there were individual variations in the degree and direction of changes demonstrated by participants, this was influenced by the teachers’ varying levels of commitment, their interactions with educational stakeholders, and perceived contextual constraints. This paper concludes by proposing an evaluation framework for the impacts of a GE-oriented teacher development programme and with practical suggestions for improving the effectiveness of such programmes.

Another case of the theory to practice gap: South Korean early childhood education and care

Motivated by an increasingly globalized and technological world, countries around the world are rewriting their education policies in favor of play-based learning. South Korea, a country that recently reformed its early childhood curriculum to reflect an emphasis on a whole-child, active play pedagogy, is an important case of how child- and play-centered curriculum may translate into implementable practices. This study surveyed 182 Korean early childhood educators to explore their difficulties in implementing the 2019 Revised Nuri Curriculum. It investigated how these teachers conceptualize play from a science of learning perspective. Understanding their role in play and how play can elicit learning were reported as specific challenges. The study reports a misalignment between teachers’ belief that free play is most beneficial for learning and findings from the scientific literature supporting guided play as most effective for achieving a learning goal. The potential of further Nuri Curriculum revisions reflective of the science of learning paired with continuous professional development for Korean teachers is discussed.

한국어 신조어 교수·학습에 대한 요구 조사 분석

In this paper, the perception of neologism was investigated and analyzed for foreign undergraduates and foreign preliminary Korean teachers. The list of newly coined words prepared in previous studies was presented to foreign undergraduates to analyze vocabulary awareness and perception of neologism, and the recognition and educational needs of neologism were analyzed and listed in the same way for foreign Korean teachers. Both foreign undergraduates and foreign prospective Korean teachers had low awareness of neologism, but the demand for teaching and learning was high. Although there is a limitation in that the survey was conducted on limited subjects, it is meaningful that vocabulary recognition and vocabulary education needs were analyzed and listed as priorities. In the future, it is necessary to structure the vocabulary list of neologism for education by organizing the high-frequency vocabulary list used by undergraduate students in college.

World Language Korean Teacher의 시각에서 본 미국 정규학교 한국어 교육의 현황과 과제 - 초점집단 면접(focus group interview)을 바탕으로 -

This study aims to understand the current situation of Korean language education in American K-12 schools and to propose future objectives by interviewing World Language Korean Teachers. Focus group interviews were conducted with nine teachers in eight American states, and the findings are as follows: 1) the World Language Korean Teachers have an identity as teachers who teach Korean to achieve the educational goals of American society and local school districts among numerous non-Korean students in K-12 schools in the U.S.; 2) Korean language is fiercely competing for survival among World Language subjects, and several variables affect the set up and maintenance of classes, including regional and school specificity, Hallyu, North Korean issues, determination of principals, efforts of local Korean and private organizations, support from the Korean government, and the COVID-19 pandemic; and 3) against this background, Korean language teachers are burdened with not only classes but also curriculum design, instructional design, and educational material development. Based on the above interview results, we propose support at the Korean government level, active participation in local universities, institutions, private organizations, and academic societies in the United States, and close cooperation between the two sides.

Korean Language Teacher’s Experience of Teaching Immigrant Students and Multicultural Educational Reflection

The purpose of this study is to analyze various issues and problems related to Korean language education inherent in the experiences of Korean teachers who teach immigrant students in public education, as well as teachers' multicultural reflection. The experiences of five Korean language teachers as research participants were collected and analyzed through in-depth interviews, and core themes were derived from five categories, and 15 major themes were classified and organized. At the beginning, a Korean language teacher entered the school with curiosity, excitement, and confidence, but was a stranger who was not welcomed, and the educational environment was unprepared. The various students who cannot speak Korean or do not want to study were stressed and uncomfortable, and at the same time, the participants expressed regret and concern for the situation of their students. The participants educated the students with recognition, praise, encouragement, and expectation, which are the core of multicultural education teaching methods, and changed educational goals. They showed pride in contributing to the growth and development of the students and Korean society, recognizing them as beings who accompany students, mediators, and becoming a home for them. While, they endured difficulties in the face of inappropriate treatment of them and system of Korean language education in public schools. This study is meaningful in that the participants partially practiced special teaching methods based on multicultural education perspective in guiding immigrant students, rediscovered the role of Korean language teachers for the students, and the importance of Korean language education. Accordingly, changes and innovations in public education for Korean language education and students were suggested.

Pre-service English Teachers’ Reflections on Culturally Responsive Teaching in Teacher Education

As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students’ racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers’ racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs.

A Qualitative Case Study on the Experiences of Korean Early Childhood Teacher Educators Enacting Multicultural Social Justice Education in the U.S. -Focusing on Their Dilemmas-

Purpose: This study examined three novice Korean teacher educators’ multicultural social justice teaching experiences who work in an early childhood teacher education program in the United States. An understanding of the participants’ teacher educating practices from a phenomenological perspective is presented. Methods: Three semi-structured interviews with each participant were conducted, which were guided by Seidman’s three-interview series. Results: The research found that all three participants demonstrated a strong belief that notions of multicultural social justice should be incorporated into all classrooms. However, they shared a timid approach rather than proactively creating a space for addressing structural inequities. This was understood to be related to the participants being situated in multilayered dilemmas. Conclusion: Conceptual, pedagogical, cultural, and political dilemmas encountered by the participants were delineated and practical suggestions for supporting teacher educators in delivering multicultural social justice teaching at an institutional level are detailed.

Teachers empowered by shame: the politics of compressed modernisation and democratisation in South Korean education in the 1980s

ABSTRACT This paper examines the formation of the teachers’ movement in South Korea, focusing on the publication of the short-lived magazine Minjung Gyoyuk (People’s Education) in 1985. Progressive teachers published this magazine to systematically critique the education practises of the time and seek a new direction for education under repressive conditions, which led to dismissals and arrests of the contributors. This incident became central to the formation of the Korean Teachers’ Union (KTU) in 1989, which emerged in the milieu of compressed growth and the struggle for democratisation. By looking at the cultural notions of shame as a source of struggle, the paper examines the complexity of political and social values inherent in the progressive movement, undergone in the process of compressed modernisation and democratisation.

중국 초등교사들의 융합수업에 대한 인식과 실행

In order to understand the recent education trends in China, this study attempts to figure how integrated education, which has become the center of education reform, is being practiced in Chinese elementary school. A survey was conducted with elementary school teachers in China, pursuing how teachers perceive the current state of the operation and practice of integrated curriculum, and how they thought to improve it. As a result, almost Chinese teachers participated in survey positively supported the implementation of the integrated curriculum and thought that they should practice it. Chinese elementary school teachers differed from Korean teachers in that they recognized the competency of ‘knowledge and information processing' as the most important core competency among core competencies, but both teachers had similar perception in recognizing ‘aesthetic and emotional competency’ as the least important. It was found that the degree to which integrated classes were being practiced in Chinese school education did not show a very high level of awareness. In general, Chinese elementary teachers considered that the educational conditions were not yet suitable for adopting integrated curriculum, in particular, and that integrated curriculum would make lower their students' academic ability because it did not carry the evaluation of student’s academic achievement. It was emphasized that the formation of the Teacher Research Cooperation Group was more necessary than on-line or off-line education for integrated education in order to improve the practice of intergrated classes. It was also raised that translating educational research terms that were interpreted reflecting the socio-cultural context of each country and compiling an annotation dictionary were necessary for the development of international comparative educational research.

국어교사의 발음 명료도 분석

Objectives The purpose of this study is to propose the necessity and to provide information for Korean teacher's pronunciation education by examining the pronunciation clarity of Korean teacher by analyzing Korean teacher's pronunciation of [i], [u], and [a]. Methods To this end, in this study, the characteristics of pronunciation clarity of Korean teachers were examined by collecting voice data of 82 Korean teachers, analyzing F1 and F2 of the vowels, and displaying F1 and F2 coordinates on a two-dimensional plane to calculate the Euclidean distance and the width of vowel triangle. In addition, Korean language teachers were classified by gender and career to examine whether there were differences in pronunciation clarity by group. Results First, it was found that F1, F2 for the pronunciation of [i], [u], [a] of Korean language teachers showed a similar tendency to general Korean speakers. Second, it was found that Korean language teachers had lower pronunciation clarity than general Korean speakers. Third, it was found that female teachers clarified their pronunciation compared to male teachers. Fourth, it was found that the difference in pronunciation clarity according to the career of a Korean language teacher was not large. Conclusions It is necessary to operate an educational program to increase the pronunciation clarity of teachers in the teacher training and teacher re-education process. In particular, pronunciation education for male teachers needs to be concentrated rather than female teachers, and education programs need to be organized so that Korean teachers with more than 10 years of experience can clearly pronounce [u].

"한국어 교사가 인식하는 테크놀로지 활용의 어려움에 대한 질적 연구 -국내 대학기관 한국어 경력 교사를 대상으로- "

"한국어 교사가 인식하는 테크놀로지 활용의 어려움에 대한 질적 연구 -국내 대학기관 한국어 경력 교사를 대상으로- "

러시아⋅CIS 지역 한국어 교사의 어휘·문법적 오류 분석

This study aims to analyze lexical and grammatical errors found in 25 Korean writing materials of Korean teachers in Russia and CIS regions. Error analysis criteria are reconstructed with reference to the the error level presented by ‘National Institute of Korean Language Republic of Korea’ and long writing evaluation items of TOPIK. As a result of the analysis, there were many errors in vocabulary, inflection(declension), inflection (conjugation), natural sentence construction, spelling, spacing. These results are similar to those of a study on overseas Korean learners in the region. Furthermore, this study examined error characteristics depending on whether they are Koryo-Saram or not and Korean proficiency level. The Koryo-Saram teachers showed commonalities and differences from the local teachers in vocabulary errors and inflection(declension) errors. Inflection(conjugation) errors and natural sentence construction errors were more common in the advanced class than in the intermediate class. And many spelling and spacing errors were found regardless of status and level. Finally, this study suggested the direction of how Korean teachers in Russia and CIS regions can improve their vocabulary and grammatical abilities. (Hankuk University of Foreign Studies)

"예비 한국어 교원의 수업 발화 분석 - 교안과 모의수업에 나타난 교사 발화의 비교를 통해 -"

This study attempted to examine the relationship between teacher speech realized in the lesson plan and the teacher speech realized in the actual class by analyzing the teacher speech shown in the mock class of prospective Korean teachers. This study is meaningful in that it attempted to collect and analyze teacher speech in actual classes, and in particular, to reveal how teacher speech in the lesson plan is adjusted in the actual class. The types of linguistic modification shown in teacher speech of prospective Korean teachers were analyzed as first, when they spoke content that was not in the lesson plan, second, when they did not speak content in the lesson plan, and third, when they modified the contents of the lesson plan. Based on the analysis results, education plans for prospective Korean teachers were proposed in three aspects: lesson plan education, teacher speech education, and instructional diary writing education. The analysis results of this study are expected to help prospective Korean teachers write the lesson plan as perfectly as possible and realize the contents of the lesson plan in the actual class, thereby helping to realize modified and appropriate teacher speech. (Kyungpook National University)

Kingdon의 정책흐름모형을 활용한 「전라북도 학교자치조례」제정과정 분석

The purpose of this study is to analyze the dynamic enactment process of the 「Jeollabuk-do School Autonomy Ordinance」enacted in 2019 using Kingdon's policy stream model. The stream of policy issues includes indicators of the necessity of legal organization of school autonomous bodies, attempts to enact school autonomy ordinances by each city/provincial office of education, and feedback due to the limitations of the existing school autonomy operation. The stream of politics includes changes in the provincial atmosphere for school autonomy, the emergence and interest of a new administration, and the activities of interest groups in school autonomy ordinances. The stream of policy alternatives includes the proposal of Jeollabuk-do Office of Education, the proposal of Korean Teachers and Educational Workers' Union, the proposal of Korea Federation of Teacher's Associations, and the proposal of private school corporations and principals. These policy alternatives were influenced by policy communities such as teachers' organizations, teachers' unions, and school corporations. These three independent streams were combined as the change of administration became the trigger mechanism. In addition, as progressive policy entrepreneur such as the Jeollabuk-do Superintendent of Education is actively working to urge the enactment of the ordinance, the working-level council for promoting the school autonomy ordinance was held on March 26, 2018, combining these three streams to open a policy window. As a result, the Jeonlabuk-do School Autonomy Ordinance, which has been under legislative discussion for a long time, was finally enacted on February 1, 2019.

중도입국학생 교육경험에 나타난 한국어교사의 처우 및 인식제고 방안 연구

The purpose of this study is to understand the perception of Korean language education and the treatment of Korean language teachers revealed in Korean language education of midimmigrant students, and to suggest measure to raise awareness of Korean language teacher. To do this, in-depth interviews were conducted with nine Korean language teachers and their cases were analyzed. As a result of the study, they left after only taking classes as a part-time instructor of contract position or was receiving a lecture fee at the service level. Students did not pay much attention to Korean language education and showed an attitude of ignoring Korean teachers. School officials lacked awareness of Korean language education, and teachers were having difficulties because consistent educational materials for mid-immigrant students were not developed. Parents did not communicate well with them, and they lacked the will and practice for Korean language education. The multicultural center officials recognized Korean language education as one of the various projects of the multicultural center, and rather than improving students' competencies, education was just showing off.

과테말라 공립 초등학교의 한국어교육 현황과 과제

This article aims to examine the state of Korean language education in Guatemala's public elementary schools and suggest future directions for its stable settlement and continuous development in Guatemala's public education. In March 2020, four public elementary schools in Guatemala adopted Korean as a regular foreign language subject for the first time. As of February 2022, ten elementary schools are offering regular Korean language courses. In Guatemalan public schools, Korean language education has grown quantitatively over the past two years despite COVID-19. However, some tasks need to be solved for the Korean language to have a stable footing in Guatemala's public education, ensure internal stability, and promote qualitative growth together. First, the most urgent task is to secure Korean language teachers. For the stable production of professional Korean teachers, it is essential to establish a training course for Korean language teachers and offer a major in Korean studies as a degree program within universities. Additionally, developing customized Korean textbooks considering the age, level, and culture of elementary school students in Guatemala is essential. Moreover, it is necessary to develop a Korean language curriculum so that the Korean language can establish its status as an official foreign language of Guatemala. Lastly, to expand the base of Korean language education in Guatemala, an institution in charge of spreading the Korean language and culture should be rapidly established.

근거이론을 활용한 한국어 교사의 어휘 유창성 인식 조사

Objectives The purpose of this study is to clarify the concept of lexical fluency and construct of lexical fluency and to explore the perception of lexical fluency of Korean language teachers. Methods The perception of lexical fluency and construct of lexical fluency was investigated targeting 10 Korean language teachers. Grounded theory was used for objective analysis, and Strauss & Corbin’s paradigm model was applied among various models of grounded theory. Results The constructs for the evaluation of lexical fluency that Korean language teachers thought were varied, and it was confirmed that they had difficulties in the process of evaluating lexical fluency. Causal conditions, contextual conditions, interventional conditions, and action/interaction were identified, and it was confirmed that Korean language teachers recognized the importance of clear evaluation of lexical fluency. Conclusions Based on the results of the study, it was identified that a study on lexical fluency is necessary to accurately evaluate learners’ vocabulary competence. It was also suggested that the constructs of lexical fluency and the hierarchy between constructs should be discussed

Relationship between Self-Esteem and Technological Readiness: Mediation Effect of Readiness for Change and Moderated Mediation Effect of Gender in South Korean Teachers.

This study aimed to investigate the moderated mediation effect of gender and the mediation effect of readiness for change (RC) on self-esteem and technology readiness (TR) among South Korean teachers. Participants were 302 teachers who are living and working in South Korea. The collected data were analyzed using frequency and correlation analyses, and the moderated mediation effect. First, we considered the differences in TR and RC according to gender, and they were reported to be higher in men than in women. The number of teachers who had worked for more than 11 years was significantly higher than that of other teaching career groups. Second, correlation analysis showed a positive correlation between self-esteem, TR, and RC by gender. Third, teachers’ RC mediates the relationship between self-esteem and TR. Fourth, the teachers’ gender moderated the relationship between self-esteem and RC. Additionally, teachers’ gender moderated the mediating effect of RC on self-esteem and TR. Finally, based on the study results, we suggest the development of a program for improving self-esteem to enhance TR and RC among teachers of both genders. Additionally, future research should consider universal teacher sampling to facilitate the comparison of teachers’ characteristics and to identify variances in the data.