東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Discourses Around Multicultural ...

Kim, Hyojeong.

FindBook

Google Book

Amazon

博客來

The Discourses Around Multicultural Teacher Professional Development in South Korea: Tensions among Policy, Administration, and Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Discourses Around Multicultural Teacher Professional Development in South Korea: Tensions among Policy, Administration, and Teachers./
作者:	Kim, Hyojeong.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	136 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
標題:	Asian Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10218114
ISBN:	9781392092286

The Discourses Around Multicultural Teacher Professional Development in South Korea: Tensions among Policy, Administration, and Teachers.
Kim, Hyojeong.

The Discourses Around Multicultural Teacher Professional Development in South Korea: Tensions among Policy, Administration, and Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 136 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ph.D.)--Michigan State University, 2019.

This item must not be added to any third party search indexes.

This dissertation started from the concern that in order to realize multicultural education successfully, in-service teacher learning should be considered a significant element. Therefore, I investigated how the South Korean government, regional offices of education, and teachers frame and create discourses about teacher learning for multicultural education. In order to understand their discourses clearly, this dissertation includes three separate studies at each level-the government, a regional office of education, and teachers. In the first study, I examined the government documents about multicultural education, especially discourses related to teacher learning and PD programs. Using Critical Discourse Analysis, I attempted to answer questions about the government's aims for teacher learning about multicultural education, and how the discourses show the mainstreams' power and social structure for teacher PD. Under the framework of Multicultural Teacher Education, the findings showed that the government has focused primarily on teacher knowledge about and proper attitude for multicultural education and students. Also, the discourses from the government revealed that the teacher PD policies are also the part of maintaining society's power and culture. The second study was conducted to see the discourse from a regional office of education in order to answer the question, how teacher capacities and practices are discussed and utilized in PD programs for multicultural education. Using Critical Discourse Analysis under the framework of the Dimensions of Multicultural Education, the results of this study showed that the PD programs were giving information about multicultural education to a specific population of teachers, especially multicultural education teachers in each school. Therefore, the programs did not cover teaching practices that are crucially important for teachers to educate multicultural students in their own classrooms. The final study was to listen to teachers' voices about multicultural PD programs using phenomenological interviews. With their own experiences about PD programs, teachers shared that they were not satisfied with the programs they have participated in so far, and what they have learned was apart from their school context. So teachers were having difficulties in teaching multicultural students since the PD programs they attended were not applicable to their situations. Mostly, teachers felt that multicultural education is another part of administrative work. Also, even though teachers said that they could have changed their belief and awareness toward multicultural students, they still look at multicultural students from the dominant perspective that assumes students should assimilated into the larger society. In conclusion, the three studies uncover the discourses around multicultural PD from the different levels of education. The results show that teacher learning for multicultural education was treated separately from teaching practices. Moreover, multicultural education was considered a part of administration, so that it was a duty for multicultural education teachers in each school. The three studies have implications for understanding the current phenomena around multicultural PD and developing PD programs for in-service teachers to teach multicultural students effectively.

ISBN: 9781392092286Subjects--Topical Terms:

1669375
Asian Studies.

The Discourses Around Multicultural Teacher Professional Development in South Korea: Tensions among Policy, Administration, and Teachers.
LDR:04647nmm a2200361 4500 001 2265232
005 20200514111935.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392092286
035 $a (MiAaPQ)AAI10218114
035 $a (MiAaPQ)grad.msu:12136
035 $a AAI10218114
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kim, Hyojeong. $3 1906984
245 1 4 $a The Discourses Around Multicultural Teacher Professional Development in South Korea: Tensions among Policy, Administration, and Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 136 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Greenwalt, Kyle;Dunn, Alyssa.
502 $a Thesis (Ph.D.)--Michigan State University, 2019.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation started from the concern that in order to realize multicultural education successfully, in-service teacher learning should be considered a significant element. Therefore, I investigated how the South Korean government, regional offices of education, and teachers frame and create discourses about teacher learning for multicultural education. In order to understand their discourses clearly, this dissertation includes three separate studies at each level-the government, a regional office of education, and teachers. In the first study, I examined the government documents about multicultural education, especially discourses related to teacher learning and PD programs. Using Critical Discourse Analysis, I attempted to answer questions about the government's aims for teacher learning about multicultural education, and how the discourses show the mainstreams' power and social structure for teacher PD. Under the framework of Multicultural Teacher Education, the findings showed that the government has focused primarily on teacher knowledge about and proper attitude for multicultural education and students. Also, the discourses from the government revealed that the teacher PD policies are also the part of maintaining society's power and culture. The second study was conducted to see the discourse from a regional office of education in order to answer the question, how teacher capacities and practices are discussed and utilized in PD programs for multicultural education. Using Critical Discourse Analysis under the framework of the Dimensions of Multicultural Education, the results of this study showed that the PD programs were giving information about multicultural education to a specific population of teachers, especially multicultural education teachers in each school. Therefore, the programs did not cover teaching practices that are crucially important for teachers to educate multicultural students in their own classrooms. The final study was to listen to teachers' voices about multicultural PD programs using phenomenological interviews. With their own experiences about PD programs, teachers shared that they were not satisfied with the programs they have participated in so far, and what they have learned was apart from their school context. So teachers were having difficulties in teaching multicultural students since the PD programs they attended were not applicable to their situations. Mostly, teachers felt that multicultural education is another part of administrative work. Also, even though teachers said that they could have changed their belief and awareness toward multicultural students, they still look at multicultural students from the dominant perspective that assumes students should assimilated into the larger society. In conclusion, the three studies uncover the discourses around multicultural PD from the different levels of education. The results show that teacher learning for multicultural education was treated separately from teaching practices. Moreover, multicultural education was considered a part of administration, so that it was a duty for multicultural education teachers in each school. The three studies have implications for understanding the current phenomena around multicultural PD and developing PD programs for in-service teachers to teach multicultural students effectively.
590 $a School code: 0128.
650 4 $a Asian Studies. $3 1669375
650 4 $a Multicultural Education. $3 2122919
650 4 $a Education Policy. $3 2186666
650 4 $a Teacher education. $3 3172312
690 $a 0342
690 $a 0455
690 $a 0458
690 $a 0530
710 2 $a Michigan State University. $b Curriculum, Instruction, and Teacher Education. $3 1680149
773 0 $t Dissertations Abstracts International $g 80-11A.
790 $a 0128
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10218114