Social justice teaching beliefs and practices of South Korean novice teachers: complexity theory perspectives

This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describ...

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Bibliographic Details
Published inMulticultural Education Review Vol. 13; no. 4; pp. 285 - 302
Main Authors Cho, Hyunhee, Gay, Geneva
Format Journal Article
LanguageEnglish
Published Routledge 02.10.2021
Subjects
Beginning Teachers
Case Studies
Complexity theory
Educational Policy
Elementary School Teachers
Faculty Development
Foreign Countries
Novice teachers
Preservice Teachers
Recall (Psychology)
Social Justice
South Korean educational system
Student Attitudes
Teacher Attitudes
Teacher education
Teaching for social justice
Teaching Methods
South Korea
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ISSN2005-615X
2377-0031
DOI10.1080/2005615X.2021.2006119

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Summary:This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants including various contradictions within their explicit professed beliefs, implicit or inferred beliefs, and actual practices within their specific teaching contexts. The discussion notes that contradictions novice teachers encounter while working in paradoxical in-between circumstances are inherent and important features of social justice teaching. The discussion concludes with some policy implications for the professional development of prospective and novice teachers.
ISSN:2005-615X
2377-0031
DOI:10.1080/2005615X.2021.2006119