Teachers' Beliefs in Constructing a Classroom and the Young Korean Children's Understanding of Place

• In Event: AERA Graduate Student Research-in-Progress Session 4
  In Roundtable Session: Community Context and Engagement in Research on Student Educational Experiences and Well-Being (Table 2)

Abstract

The purpose of the study was to explore the aspects that the teachers prioritize when creating their classrooms, and to view the classroom from a children's perspectives and listen to their voices. The teachers and 21 four- and five-year-old children from the two classrooms in Gyeonggi-do, South Korea participated in the study. Qualitative research methods were employed. The methods included interviews with teachers, photo-elicitation, and participant observation. Teachers' educational beliefs and values will affect children's understanding of places in their classrooms. The children will perceive particular places as having conditions to get access to and some are not allowed for them to go. These perceptions are formed by teachers' responses and behaviors based on their educational philosophy.

Author

• Junghee Lee, Pennsylvania State University