School culture, self-efficacy, outcome expectation, and teacher agency toward reform with curricular autonomy in South Korea: a social cognitive approach

Min, Mina

doi:10.1080/02188791.2019.1626218

Cited by 23 publications

(30 citation statements)

References 46 publications

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“…In addition, school administration and colleagues played significant roles in forming individual teachers' agency toward CRT, similar to worldwide efforts for educational reform (Min, 2019;Brezicha et al, 2015;Datnow, 2018;Ganon-Shilon & Chen, 2019;& Jeong, 2013). As Benjamin's and Ella's comments demonstrated, principals can either promote or limit professional autonomy, which ultimately motivates or discourages teachers in their CRT efforts.…”

Section: Discussionmentioning

confidence: 93%

“…Teacher agency is critical in supporting student learning, teachers’ professional development, school improvements, and the success of educational innovations and reform policies (Toom et al, 2015). Despite educational studies’ recognition of its importance, some scholars acknowledge that teacher agency as a concept has been underexplored and undertheorized compared to human agency (Min, 2019; Biesta et al, 2015). One approach that has received attention for theorizing the concept is Priestley et al’s (2015) ecological model.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teacher beliefs also gathered scholars’ attention as a factor that influences the construction of teacher agency for change (Biesta et al, 2015; Datnow & Hubbard, 2016; Ham & Dekkers, 2019). Moreover, human or physical resources that include professional development opportunities (Allen & Penuel, 2015; Sánchez-Mena & Martí-Parreño, 2017), time (Brenner & Brill, 2016; Francom, 2020), and collaborative school culture (Min, 2019; Datnow, 2018) have also been recognized as influential factors on teacher agency for change.…”

Section: Literature Reviewmentioning

confidence: 99%

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What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

Min

Lee

Hodge

et al. 2021

Education and Urban Society

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Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens the positive agency developed. This study is guided by a grounded theory approach. Sixteen in-service teachers’ semi-structured interview transcripts were analyzed using the constant comparative method. Four themes emerged from each of the research questions. Theoretical and practical implications are discussed to better support in- and pre-service teachers’ growth toward becoming social justice-oriented change agents with CRT practices.

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Section: Discussionmentioning

confidence: 93%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

Min

Lee

Hodge

et al. 2021

Education and Urban Society

Self Cite

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“…The world is clearly moving towards seeing the New Curriculum model as the new status quo. A plethora of countries are building more and more autonomy into their curricular and assessment structures (Ers, Kalmus, Autio, 2016;Min, 2019), Wales being perhaps the latest case where, by 2022, a new curriculum focused on "the centrality of the learner, active forms of pedagogy… and a view of teachers as facilitators of learning" (Sinnema, Nieveen & Priestley, 2020, p. 2) will be in place. If this thesis suggests anything, it is that we must be confident in exercising more caution about these developments.…”

Section: Discussionmentioning

confidence: 99%

“…Firstly, there is broad agreement that it offers a clear example of somewhere where 'learnification' has taken hold and where a 'New Curriculum' that offers great autonomy over content selection to the individual teacher is present (Locke, 2000;Wood & Sheehan, 2012;Priestley & Biesta, 2013;Ormond, 2017Ormond, , 2019. Because of this, it becomes an excellent context through which to investigate how teachers operate within this new policy environment, especially as more and more nations move towards models of curricula design which emphasise practitioner autonomy over content selection (see for example Ers, Kalmus, Autio, 2016;Min, 2019). Further to this, as will be fully addressed in the literature review, there is very little empirical research on content selection in New Zealand high schools (though see McPhail 2013;McKirdy, 2014;Hubbard, 2017;Ormond 2017;, meaning this study will contribute to our understanding of New Zealand in particular.…”

Section: Justification Of Research Questionsmentioning

confidence: 99%

Preference, Passing and Fresh Perspectives: Text Selection by Secondary School English Teachers in Aotearoa New Zealand

Hughson¹

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<p>The New Zealand Curriculum (NZC) and the national secondary school qualification, the National Certificate of Educational Achievement (NCEA), afford teachers an enormous degree of autonomy over what they teach in their classrooms. This is in line with international trends in curriculum design which shape curricula around generic, open-ended learning outcomes rather than specific content. However, as of yet there is very little research either in New Zealand or internationally into the ways teachers make decisions about what to teach within an environment of great curricular freedom. Accordingly, this thesis investigates how high school English teachers in Aotearoa New Zealand make decisions about which written texts to teach within the context of current curriculum and assessment frameworks. It conducts this investigation from what will be called a modified social realist perspective. This theoretical perspective adapts the classic social realism promoted in the work of Michael Young and others, in order to develop a version of social realism which has explanatory power for humanities subjects, and subject English in particular. The thesis moves through three main sections: context, theory and findings. The first section details the context in which this study is located, with a focus on how the New Zealand Curriculum and NCEA are clear examples of what will be called the New Curriculum: a movement in curricular reform which advocates for the removal prescribed content and positions the teacher as a curriculum maker, rather than a curriculum implementer. This section also includes a literature review. The second section outlines the theoretical position of this thesis. It shows how classic social realism struggles to account for both the non-abstract and subjective nature of literary experience, and moves from this to advance a ‘modified social realism’ which incorporates these features of literary experience into its model. The methodology of the study is also included here. Finally, the third section outlines the study’s findings. It is shown that given the freedom to choose their own texts, teachers make decisions based on, in order of importance, students’ interests, the likelihood of a text succeeding in NCEA assessments, and whether the text will expose students to important perspectives and ideas. This thesis argues that such priorities are problematic, as, from a modified social realist perspective, focusing on student interests and assessment success can limit opportunities for students to be exposed to truly transformative literature. This thesis therefore ends by suggesting three potential reforms which would allow students to encounter such literature more frequently, including enhanced professional development, and a curriculum document with clearer guidelines around the types of texts that students should encounter.</p>

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Republic of Korea: Cultivating Key Competences

Yoo,

Choi,

Kim

et al. 2023

UNIPA Springer Series

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School culture, self-efficacy, outcome expectation, and teacher agency toward reform with curricular autonomy in South Korea: a social cognitive approach

Cited by 23 publications

References 46 publications

What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

Preference, Passing and Fresh Perspectives: Text Selection by Secondary School English Teachers in Aotearoa New Zealand

Republic of Korea: Cultivating Key Competences

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