Learning to Teach After Teacher Education: A Case Study of Three Korean High School Teachers

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-1 - Division K Section 3 Poster Session 1

Abstract

This proposal is a qualitative case study about three Korean high school teachers’ knowledge of practice. The three relationships of knowledge and practice (Cochran-Smith & Lytle, 1999), which are knowledge for practice, knowledge in practice, and knowledge of practice, are used as the conceptual framework to explore teachers’ experiences of developing their own knowledge of practice. The data are acquired from in-depth interviews and various artifacts from the teachers. The analysis is still ongoing, but the preliminary findings suggest that the teachers’ knowledge is about their interests and intended to be used and shared with other teachers. The teachers were in common that they had questions from their teaching and have been inquiring them over long period of time.

Author

• Jina Ro, Sungkyunkwan University