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Permanent link (DOI): https://doi.org/10.7939/R3XW9M

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A narrative inquiry into three Korean teachers' experiences of teaching returnee children Open Access

Descriptions

Other title
Subject/Keyword
Curriculum of lives
Returnee children
Stories to live by
Professional knowledge landscape
Personal practical knowledge
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hong, Young-Suk
Supervisor and department
Johnston, Ingrid (Secondary Education)
Phillips, Linda (Elementary Education)
Clandinin, Jean (Elementary Education)
Examining committee member and department
Gray, Jan (Faculty of Education, Edith Cowan University, Australia)
Larsen, Denise (Educational Psychology)
Caine, Vera (Faculty of Nursing)
Department
Department of Elementary Education
Specialization

Date accepted
2009-07-27T20:50:06Z
Graduation date
2009-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
The recent rapid increase in the number of Korean children who return to Korea after time spent abroad studying English raises concerns about their follow-up education and their readjustment into the Korean education system. The number of returnee children also raises concerns about how Korean teachers teach these children. This study was grounded in my realization that my experiential knowledge of learning English influenced my teaching of returnee children. Through this study, I came to understand the ways teachers’ personal practical knowledge of English is shaped through many different experiences in many different contexts in which they are, and were, situated. Teachers’ personal practical knowledge is expressed in their classroom practices. Knowledge and context are linked by the narrative concept of stories to live by (Connelly & Clandinin, 1999). The research was a narrative inquiry into three Korean teachers’ personal practical knowledge as it was expressed in their teaching practices, as it shaped their stories to live by and as it was shifted on their professional knowledge landscapes when they taught returnee children. As a result of the study, four key considerations emerged. One, each teacher’s personal practical knowledge as expressed in teaching returnee children was shaped by his experiences of learning English. Two, shifting teachers’ ‘stories to live by’ depended on their professional knowledge landscapes. Three, teachers held different understandings about curriculum making. Four, teachers held different views about returnees’ readjustment into the Korean schools. Drawing upon a concept of ‘curriculum of lives’ (Clandinin & Connelly, 1992), the key considerations from the study give important implications about in-service teacher education in terms of curriculum making for returnee children. The study suggests the importance of providing in-service teachers with an opportunity to think about a narrative perspective about curriculum making in order to suggest new possibilities for teachers, returnee children, and their parents.
Language
English
DOI
doi:10.7939/R3XW9M
Rights
License granted by Young-Suk Hong (yhong@ualberta.ca) on 2009-07-23T21:27:15Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File title: In the spring of 1974, I entered a public junior high school in Seoul
File author: Young-suk Hong
File author: Young-suk Hong
Page count: 237
File language: en-US
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