Teaching With Resilience in the COVID-19 Pandemic: Responses From Korean Teachers Serving Marginalized Students

• In Event: A Focus on the Educational Practice

Abstract

This qualitative research examines how teachers experience challenges during hybrid teaching in Korea and how they develop resilience to better serve economically-disadvantaged students under the impact of COVID-19. Since schools in Korea have been implementing hybrid school opening policy over the course of the 2020 school year, examining the Korean context offers important implications for educational communities around the world to better support teaching and teacher development in a pandemic. Using the data collected through video interviews and focus groups with teachers working at K-12 schools, our findings suggest that teachers transform the crisis into opportunities as part of resilience by developing professional communities, utilizing policy as a resource, and redefining community engagement in advocating for equity-driven learning.

Authors

• Taeyeon Kim, University of Nebraska - Lincoln

• Yujin Oh, Michigan State University

• Sunbin Lim, University at Buffalo - SUNY

• Minseok Yang, West Texas A&M University

• Soo Jung Park, Chungnam National University