Rozprawy doktorskie: „Contract teachers (South Korea)”

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Kook, Joong-Kak. "Secondary teachers' opinions toward computer literacy : a case study of Korea". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63276.

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Van, Schalkwyk Gregory Peter. "Context preferences of teachers in South Africa and South Korea for mathematics in schools". Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7331_1255615933.

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The study was located within the project : Relevance of school mathematics Education (ROSME) of the Department of Dicactics at the University of the Western Cape. The research was undertaken in the belief that mathematics enables creative and logical reasoning about contextualised problems in the realm of the physical and social world as well as in the discipline mathematics itself. This research attempted to investigate the contextual issues that teachers have to deal with in mathematics education.

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Song, Minjeong. "Beginning teachers' identity and agency : a case study of L2 English teachers in South Korea". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:920f7cf5-c02f-4205-90a7-bca08c7095cb.

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Beginning teachers' first years of professional teaching have been extensively researched as a transformative time with a focus on their coping with praxis shock. Whilst the subtext of the literature often positions entrant teachers as in need of support and guidance at large, little research has concerned their agency at work, that is, how they create and recreate their opportunities for learning and development. The present study follows four beginning L2 English teachers' first year of teaching in two public high schools in South Korea and aims to understand how they navigate, make sense of, and act in and on the materialised worlds of teaching. To be specific, the study explores the thesis that beginning teachers' progression from university to work brings about their experiencing of consequential transition (Beach, 1999), that is, reshaping of identity, knowledge and skills. Drawing on Holland, Lachicotte, Skinner and Cain (1998), the study posits one's identity as objectified self-images which organise the person's actions in and on practices, hence a tool of agency, and applies the concept of identity as an analytic tool to examine the dialectic of person and practices. Also, Hedegaard's (2012) model, especially the notions of a social situation of development and an activity setting, is utilised to further delineate the dynamics entailed in beginning teachers' emergent identity and practices. The participants were interviewed prior to and at multiple time points throughout the school year 2013. Classroom observation was used to capture their emergent identity and practices and informed the interviews. The findings revealed some embedded contradictions which fuelled the beginning teachers' ambivalence towards how to objectify themselves as professionals. Their access to the world of teaching was granted based on the cultural logic that to be a teacher is to be proficient in subject matter, whilst their knowledge of pedagogy was almost ignored. In the classroom, however, their linguistic competence, that is, the core of their identity, was almost dismissed as irrelevant, since the virtue of subject teaching was gauged by its utility for test performance and achievement. Such a forceful motive of teaching to the test meant that the novice teachers all had to acquire the new identity of an exam coach. They also had to cope with other institutional demands, for which they had no prior formal training and structured guidance or support on site. They thus had to become self-reliant to improvise the kind of school identity expected of them. Especially, homeroom care duties were experienced as a make-or-break challenge for the new teachers. The findings point to suggestions for how to assist beginning teachers' transition to professional teaching in the South Korean context. First, the nation's initial teacher education (ITE) should expand how teaching and learning to teach are conceptualised in order to enhance the relevance of beginning teachers' initial identity to what happens in school practices. Second, ITE should incorporate more practice-oriented pedagogy to assist student teachers' development of true concepts for resilient initial identity. Finally, schools should promote teachers to engage with relational work (Edwards, 2010a) so that schools could create a culture in which inquiry and collaboration are nurtured for sustained professional dialogue and interaction, where new teachers also are invited and supported to question and clarify what matters in practices and pave their ways to become resilient professionals.

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Ark, Amanda K. "EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.

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Lee, Eunjoo. "The effect of an in-service workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958771.

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The purpose of this study was to examine the effect of an inservice workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction for students with mental retardation. Thirty South Korean educator participants from EMI, TMI, SMI, and SXI focused on classrooms were asked to respond to a questionnaire containing items that demographics, importance of community based instruction, necessity of community based activities for their students' adult lives, required instructional time for community based activities, satisfaction with their current instructional time for community based activities, and potential barriers to community based instruction. For the treatment procedure, an extensive in-service workshop on community based instruction was given to all educator participants. Results indicated that in general, educator participants expressed overall positive attitudes toward community based instruction and showed strong support for the necessity of community based activities in their students' adult lives. Interestingly, all of the 13 community based activities provided in this questionnaire received at least one rating of "never would be needed" in the adult lives for students with mental retardation. In general, these educator participants appeared to be dissatisfied with the current amount of instructional time allocated for community based activities. In addition, these educator participants perceived limited staff, transportation, scheduling, cost, and administrator reluctance factors as the major potential barriers to community based instruction. Further, differential responses between EMI educator participants and TMI, SMI, and SXI educator participants were noted for the questionnaire items related to necessity of community based activities, and satisfaction with the total amount of instructional time in community based activities. EMI educator participants indicated community based activities were more necessary and more satisfied with current amount of, time allocated in community based instruction than TMI, SMI, and SXI educators. Implication concerning the future prospects for community based instruction in South Korea for students with mental retardation were also presented.
Department of Special Education

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Myung, HyoJung. "Kindergarten teachers' perspectives about literacy education : a comparison between South Korea and the United States /". Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000528/02/1977FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Kenneth J. Weiss. "... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Education." Includes bibliographical references (leaves 52-57). Also available via the World Wide Web.

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Park, Guen K. "A Study of Korean Kindergarten Teachers' Concerns". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277702/.

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The problem of this study was to identify some concerns of Korean kindergarten teachers at different points in their careers, based on the conceptual framework of Katz's (1972, 1977, 1985) theory of preschool teacher development. This study also described the variations in these concerns on the basis of some teacher characteristics including teaching experience, certification, educational background, inservice training, and teaching assignment. The subjects for this study were 174 volunteers who were Korean kindergarten teachers in Seoul, Korea. The concerns of the teachers were expressed through the Kindergarten Teacher Concerns Questionnaire, consisting of two parts: (a) background information, and (b) the Kindergarten Teacher Concern Rating Scale (KTCRS), consisting of a list of 54 items developed by Tsai (1990), reflecting the four areas of concerns—Survival, Consolidation, Renewal, and Maturity—formulated by Katz. A Likert type 5-point scale indicating the degree of concerns was used in the questionnaire as the scoring system. The following conclusions were drawn from this study: 1. The concerns of the Korean kindergarten teachers were developmental in nature in terms of preoccupation with a specific area of concerns at different points in the teachers' careers. This result tended to follow a sequence of stages as posited by Katz (1972, 1977, 1985). 2. The sample characteristics of this study strengthened the belief that the qualifications for Korean kindergarten teachers need to be raised for the sake of development of early childhood education in Korea. 3. Certification and inservice training might enhance the teachers' job awareness and expectation level of job performance. The findings implied that preservice and inservice education need to be based on teacher concerns. The recommendations for future research included (a) replicating this study with a nationwide sample for a broader generalization, and (b) tracing the processes of change in Korean kindergarten teacher concerns through qualitative research such as longitudinal studies, case studies, or intensive interviews.

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Yeo, Marie. "South Korean Teachers' Beliefs about Diversity: the Impact on Practice of Multicultural Education". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3120.

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Teachers in South Korean schools have begun to pay attention to the importance of multicultural education as Korea transforms into a multicultural society from a historically mono culture society. Because of Koreans' pride in the homogeneity of their race, language, and culture, multiculturalism is an idea that is hard for many to accept. Education needs to play a key role in fostering and retaining the value of diversity. Studies suggest that teachers' positive beliefs about diversity play a significant role to develop their multicultural competence and eventually to practice better multicultural education. The problem is little evidence exists in the literature about Korean teachers' beliefs about diversity. The purpose of this study was to examine South Korean teachers' beliefs about diversity, the factors that influence those beliefs, and the impact of those beliefs on their practice of multicultural education teaching. I used a mixed methods research approach which included surveys among a group of elementary teachers in South Korea and interviews with six teachers to examine their beliefs about diversity in more depth. Results indicated that for teachers in this study: (a) intercultural experiences positively influenced Korean teachers' beliefs about diversity; and (b) teachers' beliefs about diversity had a significant impact on their practice of multicultural teaching. Based on the findings, I suggest that teacher education programs provide meaningful intercultural experiences and support teachers to develop positive beliefs about diversity, and eventually, to practice better multicultural education in South Korea.

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Jeong, Hyunjeong. "Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271836/.

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The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across countries. The purpose of the study was to examine PreK-6 school teachers' beliefs about inclusive practices in the United States and South Korea and to present a more informed direction for the future of inclusive education in both countries. Seventy-four teachers from the US and 54 from South Korea participated via email for this study employing surveys. Teachers provided their beliefs about inclusion items on the My Thinking About Inclusion (MTAI) scale, a 28-question instrument, and also provided information about their own gender, years of experience, education level, and teaching practices. A statistically significant difference was found between the teachers of the two nations for the full survey scale. The teachers' training area (i.e., general education or special education) in the US was significantly associated with the belief toward inclusion, and special education teachers in both countries were more agreeable to inclusion than general education practitioners were as shown by the MTAI scale. A strong relationship between accommodation and preparedness for disabilities was found. Most of the barrier factors to practicing inclusive education were considered substantial obstacles, but more so for South Korea teachers than US teachers. University coursework was the least preferred method for improving inclusive practices according to teachers in both countries. Based on the outcomes of the two nations' teachers' beliefs about inclusion, the author suggests that supportive practices, including collaboration between educators, professional development, partnerships with parents and families, and peer supports, be implemented within the two countries for the upkeep of inclusive practices.

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BAE, YOULMI. "Attitudes of Preschool Teachers in South Korea toward Inclusion: Using the Rasch Model to Construct a Teacher Attitude Measure". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341633294.

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Kim, Eun-Ju Johnson Karen E. "In the midst of elt curricular reform an activity theory analysis of teachers' and students' experiences in South Korea /". [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/PSUonlyIndex/ETD-2409/index.html.

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Seo, Dawon. "Overcoming the challenges: How native English-speaking teachers develop the English speaking skills of university students in South Korea". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1637.

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English is considered the most important language after Korean in South Korea; thus, it is a compulsory subject in schools. English lessons begin in year three of the primary school and continue until the end of schooling, including at the university level. This was not always the case, as English was not considered to be significant until the Korean government needed people who could speak it in order to communicate with the US military during the Korean War. After a period where English was backgrounded by more pressing issues, it re-emerged as necessary to promote globalisation which was seen as a challenge for the Korean people. More recently, additional pressure to improve Korean students’ English language competence has come from an increasing economic dependence on international trade. The Department of Education has responded differently to these three main points of pressure to improve English language competency. Initially, they adopted a grammar-translation method to respond to the demand provided by the Korean War, and following the failure of this method to produce competent speakers of English, the audio lingual method was introduced to address the communication issues associated with globalisation. However, this method was also seen to fail, primarily as teachers at that time had learnt through a grammar translation method which did not develop the spoken English skills they needed for this way of teaching. More recently, the Communicative Language Teaching (CLT) approach has been implemented in an attempt to improve Korean students’ use of English for spoken communication. The CLT approach promotes a focus on meaning more than form, content and function more than grammar and fluency more than accuracy. The approach also emphasises student-centred learning, communicative competence, authentic speech, and the teaching of cultural knowledge. To address the issue of teacher competence, many universities employ native speakers of English to teach the conversation units in English related courses. Despite this and other support, students continue to struggle to achieve communicative competence in English. This perpetuates a cycle of failure in English learning when some of these students graduate as a new generation of English teachers unable to speak English with fluency or confidence. Only a small number of studies have investigated this issue and they identified the linguistic differences between English and Korean, cultural differences, Korean learners’ characteristics and students’ low levels of motivation as the four main challenges. In order to extend this work, this study investigated what was happening in English conversation classrooms so as to identify those aspects of pedagogy that supported student learning and the challenges which may have impeded it. Further, the previous studies were conducted in middle schools so this one selected the university level of schooling as a context not yet investigated. The study employed a qualitative research design in the form of a case study. The case included three sub cases, each focusing on a native English-speaking conversation teacher in a national university. The data were collected through classroom observations followed by informal discussions, interviews, reflective journals, document analysis, and research field notes. First, the study investigated the teaching practices the three informants used in their university level English conversation classrooms and compared these to those expected in a CLT-based classroom. Second, the challenges the teachers experienced in the implementation of a communicative approach were explored. Lastly, the study investigated how the challenges identified might be addressed in a South Korean university context. The study found that the three teachers, although all claiming to use very similar communicative teaching methods, did not do so. One used a highly structured approach that relied heavily on a high level of teacher control, with careful direction of learning and controlled repetition of specific language forms. Another took a student-centred approach with careful structuring of authentic activities to encourage students to interact using English fluently. The third teacher used a communicative approach but with very limited support provided to his students. The teachers’ practices were influenced by their educational backgrounds, teaching experiences and beliefs. This study identified three different types of challenges faced by the teachers of English conversation in a South Korean university. The first was the marginalised position of English conversation classes in the university; the second was the teachers’ limited knowledge of the CLT approach and their students’ cultural and educational backgrounds; and, the third was the students’ limited access to English outside of their English conversation classes. These findings have a number of implications for Korean universities, including those related to the recruitment of English speaking teachers and the support offered to them after their appointments, the integration of English conversation units into the major areas of study and the provision of conditions suited to the demands of learning English as a foreign language.

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Pipin, Katarzyna. "Canadian English teachers in South Korea: A look at how interpersonal and intercultural communication impacts the experience of working abroad". Thesis, University of Ottawa (Canada), 2011. http://hdl.handle.net/10393/28940.

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Teaching English abroad, particularly in South Korea, is a popular choice for many Canadian university graduates. This research begins to examine the unique experiences of young, educated Canadians who lived and worked in this East Asian country for an extended period of time. This study is based on a qualitative approach, using semi-structured interviews with 10 Canadians in the Ottawa area who taught English in South Korea for a period of one year or longer between 2001 and 2006. The findings show that while most of those interviewed had little knowledge of South Korea before leaving, their communication with other expatriates and the local Korean population resulted in predominantly positive perceptions of both their time abroad and of the Korean culture. This thesis contributes to the field of expatriate literature, where limited attention has been devoted to teaching abroad, and adds to the field of communication by bringing into it existing literature on expatriate management. Key words: expatriate management, social support, intercultural contact, repatriation.

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Gerken, Laura Jennifer. "Awakening the muse in the land of the morning calm : guidelines for new and future teachers bound for South Korea /". Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,297.

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Nam, Jung Mi. "Perceptions of Korean college students and teachers about communication-based English instruction evaluation of a college EFL curriculum in South Korea /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110161814.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 197 p.; also includes graphics Includes bibliographical references (p. 173-181). Available online via OhioLINK's ETD Center

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Angnakoon, Putthachat. "Exploring Teachers’ Constructivist Beliefs Using Talis 2013: Approaches to Training and Development". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804991/.

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The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries represent the high and low performers in the global index of cognitive skills and educational attainment (Pearson, 2014). An account of their educational practices will provide some insights for stakeholders in school systems across nations. Nevertheless, it is important to understand that each country has unique teaching and learning conditions, and that conclusions reached in relation to such conditions do not apply across nations. A series of hierarchical linear modeling (HLM) studies were performed for the present work to provide evidence-based information with practical implications to school administrators and educational policymakers regarding the development and implementation of leadership programs and teacher professional development. Additionally, an understanding of how the constructivist beliefs associate with the level of self-efficacy and professional activities will assist curriculum developers in higher educational institutions in the development of quality teacher preparation programs for the future teaching workforce.

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Sung, In Ja 1968. "A comparison of class activities led by teachers in English kindergarten : Korean children's attitudes". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99395.

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This study explores the issues related to the comparison of native English teachers and Korean English teachers, in the context of children's English education in a private language institute, Smarty English Institute, in Seoul, Korea. Specifically by analyzing class activities led by native and Korean English teachers as well as a full bilingual English teacher, I investigate the strengths and weaknesses of class activities led by English teachers whose first languages are different. I challenge the wide-spread notion in Korea that native English speakers are inherently better English teachers. I offer an holistic portrait of the activities in Kindergarten language classrooms in a private language institute in Korea from the diverse perspective of Korean teachers, parents, legislators, and administrators. I used participant observation of classrooms and interviews with teachers and children as the main tools of data collection. I examined the class activities in terms of the communicative interactions between teachers and children, the relevance of the class activities to the children's interest, and their authenticity. Based on this analysis of class activities, I also present recommendations for improved English education, particularly teacher education programs customized for the teachers' needs and their differing levels of English proficiency as well as more specialized curricula for native English teachers and Korean English teachers.

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Shin, Hae Eun. "The development of a teachers' pedagogical guidebook based on Dalcroze Eurhythmics for teaching multicultural music lessons in the elementary schools of South Korea". Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69708.

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En Corée du sud, l'éducation musicale multiculturelle fait partie des programmes d'études de l'école primaire et les manuels scolaires comportent des répertoires d'exemples musicaux provenant de diverses régions du monde. Pourtant, malgré la place accordée à l'éducation multiculturelle dans les programmes scolaires, un certain nombre d'études ont soulevé la nécessité de méthodes d'enseignement favorisant chez l'élève une réelle compréhension de la musique en tant que culture. Ces recherches soulignent que les activités musicales proposées aux élèves doivent leur permettre de vivre des expériences musicales qui ne dissocient pas les musiques du monde de leur contexte culturel. Elles considèrent également que ces expériences musicales doivent être incarnées, vécues corporellement - à l'image des pratiques musicales du monde - et faire appel à la participation active de l'élève. La présente recherche, qui vise l'élaboration d'un guide pédagogique pour l'enseignement multiculturel de la musique dans les écoles primaires de la Corée du sud, s'appuie sur la rythmique Jaques-Dalcroze. Jaques-Dalcroze considère que le lien puissant qui existe entre la musique et les êtres humains est ancré dans la nature même du rythme qui est intrinsèquement lié au mouvement corporel. Cette approche pédagogique musicale, centrée sur l'expérience de l'élève et son interaction avec les autres, contribue à la découverte de soi et de l'autre; elle s'avère propice à l'appropriation de sa propre culture musicale et des diverses cultures musicales du monde. Le modèle de Van der Maren (2003), rattaché à la recherche de développement, nous a servi de cadre méthodologique pour l'élaboration et la conceptualisation de notre outil pédagogique. Le contenu de ce dernier a été déterminé en tenant compte des besoins du milieu scolaire et des recommandations découlant d'une recension de la littérature scientifique sur l'éducation musicale multiculturelle. Y sont abordés, les fondements théoriques du multiculturalisme et leurs applications pratiques en éducation musicale; les caractéristiques de la rythmique Jaques-Dalcroze et ses principes pédagogiques. Notre guide pédagogique, qui prend la forme d'un livre électronique E-book, présente une série d'activités et de stratégies pédagogiques illustrées par soixante-huit clips vidéographiques réalisés avec des élèves coréens de la première à la sixième année du primaire. Il a été testé par la chercheuse et évalué par trois enseignants de l'école primaire en Corée du sud. Les données générées par les essais in situ, les captations vidéographiques et les entretiens réalisés auprès des enseignants nous ont permis d'améliorer le contenu et la forme de notre prototype.
Multicultural music education in Korea is part of national curricula, and diverse music repertoires from different regions of the world have been introduced in elementary music textbooks. Yet, a number of studies have raised the necessity of teaching methods that integrate cultural context through a variety of musical experiences and allow students to understand music as culture. These studies emphasize that actual, direct, and comprehensive musical experiences are essential for understanding music and its cultural characteristics, and that bodily experience is a significant part of such music practices. This study draws upon the powerful connection that Jaques-Dalcroze found between music and human beings in the spontaneous nature of rhythm and its relationship with body movement, which inspires students to discover themselves as well as others through exploring music and cultural context in the process of multicultural music learning. The goal of the present study was to create a pedagogical guide grounded in Dalcroze Eurhythmics for teachers incorporating multicultural education into their music lessons, particularly at elementary-school levels in Korea. Following a methodological approach specific to the development of pedagogical tools based on Van der Maren's (2003) model, the topics of the tool were determined according to the needs revealed through review of the existing multicultural music education research literature. Theoretical analyses linked to these topics were carefully selected from literature addressing the implications of multiculturalism and the fundamental purpose of multicultural music education, the characteristics of embodied teaching and learning approaches, and the pedagogical principles of Dalcroze Eurhythmics. A series of practical pedagogical activities and strategies, exemplified by video clips, was developed to support teachers. Following its elaboration, the prototype tool-a text e-book with 68 accompanying video clips-was tested and evaluated by the researcher and three Korean elementary-school music teachers. Evaluation data generated through in situ teaching, video-recordings, and semi-structured interviews were used to improve the prototype.

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Kim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.

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Hwang, Hee-Jeong 1968. "The impact of high-stakes exams on teachers and students : a washback study of the university entrance exam at the secondary school level in South Korea". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79776.

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The notion that tests have a strong influence on teaching and learning is referred to as 'washback' or 'backwash'. Questioning the assumption that washback occurs automatically, without the basis of empirical research, studies have been conducted in various contexts of English teaching and learning. No research, however, on the washback effect of tests within the Korean English as a Foreign Language (EFL) context has been carried out. The present study was designed to examine the washback effect of the College Scholastic Ability Test (CSAT), a university entrance exam, on EFL teaching and learning in Korean secondary schools.
This study first investigates the relationships among the curriculum, the school textbooks, and the CSAT: (1) the relationship between the curriculum and the textbooks and (2) the relationship between the curriculum and the CSAT. Second, this study examines if a washback effect from the CSAT exists. This study further discerns the nature of washback and the variable(s) influenced by the washback effect. The results indicate that the curriculum corresponds to the textbooks, while the CSAT does not represent the curriculum, and that there is a negative washback effect of the CSAT on EFL teaching and learning. The variable(s) influenced by the washback effect are negative attitudes that the participants of the study have toward the test.

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Kim, Young Joon. "A study of the perceptions of administrators and faculty members toward merit pay for faculty at junior colleges in Korea". Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116102.

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Kim, Mikyung. "Self-efficacy of Korean EFL writing teachers and its relationship to the feedback provided to students". 2002. http://hdl.handle.net/2152/11024.

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Kwon, Soon-chang. "Guidelines for a proposed inservice teacher training program for the use of computers in Korean elementary school classrooms". Thesis, 1992. http://hdl.handle.net/1957/37243.

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This study was undertaken to analyze the opinions of elementary school teachers in Korea about actual and desired levels of computer education and the sources of computer anxiety, with the object of developing guidelines for a teacher training program. A survey instrument was developed and tested to provide basic sample demographic data, tabulation of opinions on computer competencies, as well as an analysis of three variables of anxiety: 1) use of computers as educational tools, 2) lack of personal ability, and 3) lack of computer knowledge. The instrument was administered to a sample composed of 421 teachers, parents, or computer experts, and three analyses of variance procedures were performed to analyze the sources of computer anxiety. Analysis of the data revealed the following: 1) most of the teachers sampled had little experience with computers or computer applications; 2) older teachers or those with little experience reflected the highest degrees of computer anxiety; 3) training programs should focus on computers as instructional tools; 4) computer language training should be addressed on a broad level; 5) development of a broadly focused training program, ranging from basic instruction in computer capabilities to advanced programming skills; and 6) there is a need for support and commitment to computer education by educational administrators. A model for the development of guidelines for computer training programs was proposed, based upon the assumption that computer literacy cannot be equated with computer science. Based upon objectives derived from an analysis of the nature of Korean society, learners, and the state of their knowledge, the following program goals were suggested: 1) instructors should be made aware of computer capabilities and limitations; 2) classify the scope and sequence of programs to reduce computer anxiety in accordance with existing skill levels and levels of needs among teachers; 3) encourage a teacher-centered approach based upon voluntary participation; 4) select knowledgeable training personnel with communicative skills; 5) encourage small group training to enable collaborative learning; 6) extensive use of hands-on methods, with adequate hardware and software resources; 7) training periods of a length to assure provision of practical classroom skills; 8) provision of incentives; 10) focus upon the integration of computers into the instructional process.
Graduation date: 1992

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Govender, Kanniammah. "Inclusion of environmental education in South Korean schools". Diss., 2011. http://hdl.handle.net/10500/4850.

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The main objectives of this research were to determine the perspectives of South Korean educators regarding the inclusion of environmental education into the curriculum of South Korean schools and to establish the educators’ level of knowledge of environmental education. The research was conducted using a translated questionnaire, which was administered to the educators. The findings of the research showed that few South Korean educators have had any training in environmental education. While most have had no exposure to environmental education it was found that they would appreciate training in the subject. The study highlights the importance of, and discusses the implementation of, environmental education in some Asian countries, as well as the constraints experienced during implementation. On the basis of the research findings, it is recommended that South Korea draw on the knowledge of other countries in both improving the current curriculum so as to include environmental education at all levels, and in the professional development of its educators, in order to bring about the effective inclusion and implementation of environmental education in South Korean schools.
Educational Studies
M. Ed. (Environmental Education)

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Ahn, Kyungja Johnson Karen E. "Learning to teach within the curricular reform context a sociocultural perspective on English student teachers' practicum experience in South Korea /". 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3716/index.html.

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(10717065), Hwayoung Chun. "A NARRATIVE INQUIRY INTO UNDERSTANDING MULTICULTURAL EDUCATION IN SOUTH KOREA: LISTENING TO THE VOICES OF INTERNATIONAL MARRIAGE MIGRANT WOMEN AND KOREAN TEACHERS AT ALTERNATIVE SCHOOLS". Thesis, 2021.

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This dissertation explored South Korea’s efforts in implementing multicultural education through examining how various stakeholders interpreted and applied multicultural education in relation to creating alternative schools for international marriage migrant women and children of multicultural families. In this research, I discussed multicultural education in South Korea through the lens of US multicultural education theories applied to the South Korean context. I employed the methodology of narrative inquiry to examine (1) two models of alternative multicultural schools for diverse learners, (2) four Korean educators’ perspectives on multicultural education and diverse learners (two of educators were additional participants whose insights were included), and (3) the learning experiences of two marriage migrant women who are mothers.

I applied narrative inquiry by creating narrative as stories (Polkinghorne, 1995). I interviewed six participants over two and half months. The data was transcribed, translated and read iteratively in order to recount rich stories (Clandinin & Connelly, 2000). I created profiles of four participants and narratives of their varied experiences to understand the experience of Korean teachers and international marriage migrant women. Other forms of data included field-notes, document collection (e.g., the alternative school’s curriculum, a Korean government proposal for funding alternative schools, flyers/brochures of two alternative schools), physical artifacts (e.g., photos of events and activities and the text messages of interactions with students and teachers via Korean messenger applications), research journal reflections, and observations of schools and classrooms.

From my analysis, I identified challenges in the implementation of multicultural education in South Korea. First, the current state of the Korean education system is in the process of integrating ideas of multicultural education in its implementation. This ongoing process has culminated in various challenges, frustrations, opportunities, and hopes. Some of the challenges and frustrations for Korean teachers were insufficient teaching resources and the lack of awareness of multicultural education in both alternative and public schools. I also found that marriage migrant women utilized educational opportunities gained through alternative schooling to navigate and reposition themselves to fulfill what they deem as their role as women in Korean society. This research provides insights into multicultural education building a deeper understanding of educational approaches to alternative education for diverse populations in South Korea and around the globe.

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Rozprawy doktorskie na temat „Contract teachers (South Korea)”

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