eric.ed.gov har udgivet: Korean education certainly has its strong points as its fifteen year olds produce outstanding results in the area of mathematics and are the world’s most literate bunch. However, South Korean high schools are insufficiently preparing students for an often learner centered and creative system of education that often necessitates students to be self-motivated, at universities in and out of Korea. Nevertheless, Koreans often make the plea that Korean education is fine and sound at all levels. In essence, they argue that their education is world class and that their high schools are superb while citing PISA (Program for International Student Assessment) 2006 results to support their case. On the other hand, I would state exactly the opposite, for reasons which I have based on both experience and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Drawing on a cross-cultural, qualitative study in Finnish and Korean comprehensive schools, we explore how teacher control and student agency are manifested and exercised in the teaching and learning practices of the “official school” and in the student–teacher interactions of the “informal school”. We also elaborate on how students reflect on control and agency. Bernstein’s concepts of framing and classification are employed as a theoretical lens with which to examine control, agency and hierarchy. Data consists of school observations and interviews with students aged 12 to 14 and their teachers, conducted in six schools. The findings indicate that student agency is intensively constrained in their participation in teaching-learning practices. The analysis also reveals a paradox where students do… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Due to the increase of economic immigration over the last few decades, South Korea has rapidly become a multi-ethnic society. The number of students with a multicultural background (SMBs) has increased more than tenfold in the past ten years. Research has revealed that despite physical inclusion of SMBs in general classrooms, SMBs tend to struggle at school as a result of language difficulties, academic underachievement, and social isolation. Shedding light on the Salamanca thinking, this study aims to investigate how teachers’ experiences of SMBs vary according to school cultures. Thirteen teachers from three schools (with different school cultures) were invited to participate in qualitative semi-structured interviews. It was revealed that the teachers, who worked in the different school… Continue Reading →
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