Unveiling the Dynamics of a Teacher Learning Community: A Case Study in South Korea

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Relational Dymaics in Education Spaces: Exploring Teacher Learning Communities, Mental Health Self-Efficacy, and Emotion-Focused Teaching (Table 28)

Abstract

This case study examines early childhood teachers' experiences in a South Korean teacher learning community. Data were gathered through participant observations, a group interview, and individual in-depth interviews with teachers from a Gyeongsangbuk-do kindergarten. Findings highlight the meanings of equal relationships and emotional exchanges, fostering teachers' comfort, communication, and growth. The study emphasizes the influence of Korean culture on teacher dynamics and professional development within the community. Valuable insights and implications for teachers' communication, relationships, and professional growth are discussed in detail.

Authors

• Eun-Ae Son, Daegu National University of Education

• Jaehee Kwon, SUNY at Fredonia