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Teachers' perceptions of and respons...

Kim, Inhee.

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Teachers' perceptions of and responses to education reform: The case of Korean academic high school teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' perceptions of and responses to education reform: The case of Korean academic high school teachers./
作者:	Kim, Inhee.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4271.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073578
ISBN:	049393491X

Teachers' perceptions of and responses to education reform: The case of Korean academic high school teachers.
Kim, Inhee.

Teachers' perceptions of and responses to education reform: The case of Korean academic high school teachers. - 200 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4271.

Thesis (Ph.D.)--University of Virginia, 2003.

The purpose of the study was to inquire into the subjective realities of teachers in education reform: how they perceive and respond to reform programs and what factors work in the construction of their subjective realities. The study assumes that the failure of many education reforms results from the ignorance of the significance of teachers' learning in the reform process, and that it is closely related to the political, institutional, and cultural context in which education reform proceeds. In the study, it was expected that understanding teachers' subjective realities in education reform would help elucidate the causes of the chronic failure of reform and the condition for the success.

ISBN: 049393491XSubjects--Topical Terms:

626654
Education, Sociology of.

Teachers' perceptions of and responses to education reform: The case of Korean academic high school teachers.
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245 1 0 $a Teachers' perceptions of and responses to education reform: The case of Korean academic high school teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4271.
500 $a Adviser: Diane Hoffman.
502 $a Thesis (Ph.D.)--University of Virginia, 2003.
520 $a The purpose of the study was to inquire into the subjective realities of teachers in education reform: how they perceive and respond to reform programs and what factors work in the construction of their subjective realities. The study assumes that the failure of many education reforms results from the ignorance of the significance of teachers' learning in the reform process, and that it is closely related to the political, institutional, and cultural context in which education reform proceeds. In the study, it was expected that understanding teachers' subjective realities in education reform would help elucidate the causes of the chronic failure of reform and the condition for the success.
520 $a A qualitative analysis was conducted on the case of Korean academic high school teachers who have been in a comprehensive nationwide reform project since 1995. Twenty-three teachers from eight academic high schools in a province in Korea were interviewed and the interview data were analyzed through a phenomenological method.
520 $a The result shows that teachers have negative notions of the current education reform, even though their reactions vary by person and by program. The reform programs impose a tremendous workload on teachers. Teachers experience much trouble in fulfilling their responsibilities due to the misfit between the ideal programs and the real working conditions. Therefore, they are often obliged to compromise between the ideal and the real. They are not satisfied with the methods of the reform containing problems such as alienation of teachers, unrealistic assumptions on people and things, lack of time for teachers' learning, and the incoherency among various programs.
520 $a It appears that the current education reform fails to motivate teachers to actively embrace the ideas and practices of change. In the reform process, they have little opportunity to experience a sense of ownership, pride, and accomplishment. While external rewards are explicitly valued, teachers' intrinsic needs are poorly met. The study shows that, in order to bring educational changes, the reform approach ought to be focused on the motivation of teachers through rearranging the things in the reform process for providing more meaningful learning experiences to teachers in the field.
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