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Contradiction, mediation, and school change : An analysis of the pedagogical practices in the Hyukshin School in South Korea

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Frame of Image  framework of pedagogical practice as theoretical lenses, we investigate experiences of this school change project to answer research questions regarding the contradictions teachers perceive in their pedagogical practices, the mediational tools they use and how they learn through school change experiences. The data were obtained through interviews with participating teachers, observations, and other meaningful artifacts. Teachers in this movement view test-driven competition-based pedagogy as the main contradiction that obstructs democratic and collaborative education. In response to this contradiction, teachers in Hyukshin Schools have created various mediation tools, such as a new school vision, a U-shaped seating arrangement, collaborative school rule-making, and a whole-school approach to the sharing of classroom teaching. Our findings in this study help outline the relationship between teachers’ learning through new practices and school change activity. Keywords: school change, teacher learning, mediation tool, cultural historical activity theory, Hyukshin School
KEDI Journal of Educational Policy- ISSN 1739–4341-
© Korean Educational Development Institute 2016, Electronic version: http://eng.kedi.re.kr
Youl-Kwan Sung, Yoonmi Lee, & Il-Seon Choi
Introduction
Despite the consistently high Program for International Student Assessment (PISA) rankings of South Korea, many Korean observers find this achievement problematic. Korean educators tend to downplay their students’ PI


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Title Contradiction, mediation, and school change
Similar Titles
Sub Title

An analysis of the pedagogical practices in the Hyukshin School in South Korea

Material Type Articles
Author(English)

Sung, Youl-Kwan; Lee, Yoonmi; Choi, Il-Seon

Publisher

[Jincheon, South Korea] : Korean Educational Development Institute

Date 2016
Journal Title; Vol./Issue KEDI Journal of Educational Policy:vol. 13(no. 2)
Pages 24
Subject Country South Korea(Asia and Pacific)
Language Korean
File Type Documents
Original Format pdf
Subject Social Development < Education
Holding Korean Educational Development Institute
License

Abstract

This article analyzes the pedagogical practices of an emerging school change project in South Korea called the Hyukshin School movement. Using Yrjö Engeström’s cultural historical activity theory and Basil Bernstein’s framework of pedagogical practice as theoretical lenses, we investigate experiences of this school change project to answer research questions regarding the contradictions teachers perceive in their pedagogical practices, the mediational tools they use and how they learn through school change experiences. The data were obtained through interviews with participating teachers, observations, and other meaningful artifacts. Teachers in this movement view test-driven competition-based pedagogy as the main contradiction that obstructs democratic and collaborative education. In response to this contradiction, teachers in Hyukshin Schools have created various mediation tools, such as a new school vision, a U-shaped seating arrangement, collaborative school rule-making, and a whole-school approach to the sharing of classroom teaching. Our findings in this study help outline the relationship between teachers’ learning through new practices and school change activity.