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Owning educational change in Korean schools: three driving forces behind sustainable change

In this essay, we discuss how the COVID-19 pandemic drove key changes in schooling and what forces can sustain these changes. Responding to the argument that COVID-19-driven changes may not be sustainable, this essay offers a counter narrative from the Korean context, in which educators re-visited e...

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Autores principales: Kim, Taeyeon, Yang, Minseok, Lim, Sunbin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8487617/
http://dx.doi.org/10.1007/s10833-021-09442-2
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author Kim, Taeyeon
Yang, Minseok
Lim, Sunbin
author_facet Kim, Taeyeon
Yang, Minseok
Lim, Sunbin
author_sort Kim, Taeyeon
collection PubMed
description In this essay, we discuss how the COVID-19 pandemic drove key changes in schooling and what forces can sustain these changes. Responding to the argument that COVID-19-driven changes may not be sustainable, this essay offers a counter narrative from the Korean context, in which educators re-visited existing school systems and re-constructed policies and teaching practices to fill the educational vacuum caused by the pandemic. This essay specifically builds on interviews conducted with Korean educators throughout the 2020 school year during COVID-19. First, we discuss ownership of educational change as reflected in educators’ narratives. We then explore three driving forces behind the transformation of the “grammar of Korean schooling”: policy discourse about “future education,” professional teaching culture, and administration for creativity. Based on our analysis, we offer several suggestions for policymakers, district leaders, and educators around the world for how to leverage and sustain the educational changes catalyzed by COVID-19. We conclude by arguing that educators’ desires to achieve change must be actualized in schools and policies through collaborative foresight and system-level support.
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spelling pubmed-84876172021-10-04 Owning educational change in Korean schools: three driving forces behind sustainable change Kim, Taeyeon Yang, Minseok Lim, Sunbin J Educ Change Article In this essay, we discuss how the COVID-19 pandemic drove key changes in schooling and what forces can sustain these changes. Responding to the argument that COVID-19-driven changes may not be sustainable, this essay offers a counter narrative from the Korean context, in which educators re-visited existing school systems and re-constructed policies and teaching practices to fill the educational vacuum caused by the pandemic. This essay specifically builds on interviews conducted with Korean educators throughout the 2020 school year during COVID-19. First, we discuss ownership of educational change as reflected in educators’ narratives. We then explore three driving forces behind the transformation of the “grammar of Korean schooling”: policy discourse about “future education,” professional teaching culture, and administration for creativity. Based on our analysis, we offer several suggestions for policymakers, district leaders, and educators around the world for how to leverage and sustain the educational changes catalyzed by COVID-19. We conclude by arguing that educators’ desires to achieve change must be actualized in schools and policies through collaborative foresight and system-level support. Springer Netherlands 2021-10-03 2021 /pmc/articles/PMC8487617/ http://dx.doi.org/10.1007/s10833-021-09442-2 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Kim, Taeyeon
Yang, Minseok
Lim, Sunbin
Owning educational change in Korean schools: three driving forces behind sustainable change
title Owning educational change in Korean schools: three driving forces behind sustainable change
title_full Owning educational change in Korean schools: three driving forces behind sustainable change
title_fullStr Owning educational change in Korean schools: three driving forces behind sustainable change
title_full_unstemmed Owning educational change in Korean schools: three driving forces behind sustainable change
title_short Owning educational change in Korean schools: three driving forces behind sustainable change
title_sort owning educational change in korean schools: three driving forces behind sustainable change
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8487617/
http://dx.doi.org/10.1007/s10833-021-09442-2
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