Korean Teachers' Experience During the Pandemic: Changed Practices, Remained Identity, and Differences Across School Types

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Change Is Constant: On the Dynamic Nature of Teaching and Our Shifting Identities (Table 7)

Abstract

This study investigated how teacher practices and identity changed during the pandemic in South Korea and what are the differences of experiences in this change across school types. Fourteen high school teachers from academic private (2), academic public (10), and vocational public (2) schools participated in semi-structured interviews. Results showed that although teacher identity remained, teacher practice shifted to focusing transmitting knowledge instead of fostering student engagement and social/emotional growth during transitory online and blended environments. This change deepened the inequality of students engagement resulting from socioeconomic backgrounds. In addition, private schools teachers experienced their discretion becoming weaker because parents interfered in teaching practice. Vocational schools teachers were hard to find a teacher community and to give students hands-on experiences.

Authors

• YangHyun Kim, University at Albany - SUNY
  Presenting Author

• Alex Kumi-Yeboah, University at Albany - SUNY
  Non-Presenting Author