Teachers’ Diverse Interpretations of a Policy Toward Student Agency in South Korea (Poster 32)

• In Event: Saturday Poster Session 1:15 pm
  In Poster Session: Division L Section 9: Policy Implementation and Going to Scale: Poster Session

Abstract

This study explores the diverse interpretations of the policy aimed at promoting student agency among teachers in South Korea drawing on policy implementation theories and sense-making. By interviewing six teachers, this study revealed teachers’ varying interpretations based on their personal frameworks and the extent of autonomy. Teachers who closely aligned their personal views with the policy’s intentions demonstrated greater enthusiasm in its implementation. Even when inconsistencies emerged between their personal frameworks and the policy’s intentions, one teacher embraced the policy by prioritizing their teacher identity. However, teachers with limited autonomy expressed skepticism towards the policy. This study underscores the significance of teachers’ personal frameworks in the successful implementation of educational policies and the importance of granting curriculum autonomy to teachers.

Authors

• Sieun Kim, Seoul National University

• Kyunghee So, Seoul National University

• XUE LI, Gachon University(South Korea)

• Soohan Lee, Seoul National University

• Yuna Park, Seoul National University

• Taegeun Yum, Seoul National University