Teachers' Different Interpretations and Practices of National Education Reform in South Korea

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Stakeholders' Perspectives on National Education Policies (Table 7)

Abstract

This study explored teachers’ sense-making and agency practices regarding national education reform in South Korea. By interviewing four teachers, the study investigated their interactions with the reform. Findings revealed the following: teachers did not entirely avoid or refuse the government-led reform but interpreted the demand of the reform in different ways; teachers showed different patterns of agency for implementing the reform, according to their knowledge, beliefs, and the type of resources and support provided within their schools; cooperative culture and supportive structure encouraged teachers who initially expressed negative responses to the reform to change their frames of reference and ultimately change their existing practices. Finally, this paper provided the scholarly significance of the study.

Authors

• Kyunghee So, Seoul National University
  Presenting Author

• Yuri Choi, Seoul National University
  Presenting Author