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Teaching for social justice: Voices from prospective South Korean elementary teachers

Title
Teaching for social justice: Voices from prospective South Korean elementary teachers
Authors
Cho, HyunheeChoi, Jinyoung
Ewha Authors
최진영
SCOPUS Author ID
최진영scopus
Issue Date
2016
Journal Title
KEDI JOURNAL OF EDUCATIONAL POLICY
ISSN
1739-4341JCR Link
Citation
vol. 13, no. 2, pp. 259 - 282
Keywords
prospective teachersconceptionteaching for social justiceteacher educationSouth Korea
Publisher
KOREAN EDUCATIONAL DEVELOPMENTAL INST
Indexed
SSCI; SCOPUS; KCI WOS
Abstract
Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in teacher education. This qualitative study extends North's (2009a) theory of teaching for social justice by illuminating prospective South Korean teachers' conceptions of teaching for social justice in relation to their prior learning experiences and the national context. A total of three prospective teachers participated in in-depth interviews regarding how they made sense of what elementary students should know and be able to do to promote social justice and equity. Four major themes emerged from the data: the coexistence of contradictory beliefs; discontinued views on teaching critical literacy; the distinction between prospective teachers' own critical literacy and their commitment to teaching critical literacy; and obstacles to teaching critical literacy. By connecting these results to existing scholarship, we suggest practical implications for teacher education.
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사범대학 > 초등교육과 > Journal papers
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