Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Abstract

This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity supported teachers in their learning and professional development in the following ways. First, teachers experienced professional growth through collaborative learning with colleagues. Second, teachers learned to self-reflect on their classes. Third, the program fostered an inquiry stance toward teaching. Also identified are some of the obstacles encountered, such as time constraints, psychological barriers, and the lack of a discussion culture.

Working Community-Related Interaction Factors Building Occupational Well-Being – Learning Based Intervention in Finnish and Estonian Schools (2010–2013)

“…In workplaces, occupational well-being is promoted through various intervention studies (Randelin, Saaranen, Naumanen, & Louhevaara, 2013;Figl-Hertlein, Horsak, Dean, Schöny, & Stamm, 2014). Development programs based on collaborative learning, which are the focus of this article, have also generated positive experiences in school communities (Park & So, 2014). Collaborative learning is a learning phenomenon in which individuals interact in various social constellations (groups, teams and communities) in either physical or virtual environments in order to achieve direct or indirect common or individual learning objectives (e.g., sector-specific knowledge and social skills) (Strijbos, 2016).…”

“…Collaborative learning is a learning phenomenon in which individuals interact in various social constellations (groups, teams and communities) in either physical or virtual environments in order to achieve direct or indirect common or individual learning objectives (e.g., sector-specific knowledge and social skills) (Strijbos, 2016). For example, when professional skills have been developed in school communities through collaborative learning (Owen & Davis, 2010), there has been an impact on the quality of teaching and mutual communication, insights on teachers' teaching skills have been deepened and a culture of peer learning has emerged (Park & So, 2014). A commitment to common goals and to problem-solving is characteristic of collaborative…”

Middle Grades Mathematics Teachers’ Mixed Perceptions of Content-Focused Professional Development

“…Vulnerability required in sharing ones' teaching practice and knowledge and/or attempting to engage in new teaching practices or learning was also identified as a factor impacting teachers' participation in professional development (Guskey, 2002;Park & So, 2014). In a study in which teachers would alternate sharing a lesson plan and allowing the other teachers to observe and provide feedback, Park and So (2014) found the vulnerability associated with opening their classrooms was uncomfortable for the participating teachers. Guskey (2002) also identified the act of attempting change in one's practice or knowledge as a position of vulnerability.…”

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

“…This has implications in classroom teaching particularly to junior staff. A study by Park and So (2014) shows that trust allows peer sharing of knowledge, ideas, and exchange of teaching techniques. Thus, the findings suggest that a trusting school environment and trust between teachers have positive effects in professional development (Hauge & Wan, 2019).…”