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Teacher change from a short-term certification programme and its comparison with that of a comparable long-term programme: Cases from South Korea and the USA

Teacher change from a short-term certification programme and its comparison with that of a comparable long-term programme: Cases from South Korea and the USA
Teacher change from a short-term certification programme and its comparison with that of a comparable long-term programme: Cases from South Korea and the USA
Purpose: Using teacher certification to induce educational change is a common practice in many countries. However, teacher change from these certification programmes, in particular, from the widely used “short-term” programmes, is not given due attention. Do teachers change on short-term programmes? Is teacher development (TD) on short-term programmes qualitatively different from that of long-term programmes? Answering these questions, the purpose of this paper is to address the identified research gap and contribute to the ongoing discussion on an effective teacher education provision.
Design/methodology/approach: This comparative, qualitative study mainly draws on a case study of an in-service certification programme in South Korea. It also draws on publications which report on TD on a comparable, long-term certification programme in the USA. In both contexts, semi-structured interviews, lesson observations, and document research were conducted and the data were analysed through thematic content analysis.
Findings: Participants experienced three major, interrelated patterns of cognitive change: capturing and repositioning their assumptions, gaining and seeking pedagogical implications, and inner conflicts and reconciliation in both programmes. The participants also found their learning an emotional process. TD on the short-term programme was not qualitatively different from that of a comparable long-term programme.
Originality/value: This is the first paper which systematically investigates TD from a short-term training, as compared to a comparable long-term programme. This research has significance as it has implications for effective design and management of TD programmes. Copyright © 2017 Emerald Publishing Limited.
2309-4907
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7

Choi, Tae-Hee (2017) Teacher change from a short-term certification programme and its comparison with that of a comparable long-term programme: Cases from South Korea and the USA. International Journal of Comparative Education and Development. (doi:10.1108/IJCED-06-2017-0009).

Record type: Article

Abstract

Purpose: Using teacher certification to induce educational change is a common practice in many countries. However, teacher change from these certification programmes, in particular, from the widely used “short-term” programmes, is not given due attention. Do teachers change on short-term programmes? Is teacher development (TD) on short-term programmes qualitatively different from that of long-term programmes? Answering these questions, the purpose of this paper is to address the identified research gap and contribute to the ongoing discussion on an effective teacher education provision.
Design/methodology/approach: This comparative, qualitative study mainly draws on a case study of an in-service certification programme in South Korea. It also draws on publications which report on TD on a comparable, long-term certification programme in the USA. In both contexts, semi-structured interviews, lesson observations, and document research were conducted and the data were analysed through thematic content analysis.
Findings: Participants experienced three major, interrelated patterns of cognitive change: capturing and repositioning their assumptions, gaining and seeking pedagogical implications, and inner conflicts and reconciliation in both programmes. The participants also found their learning an emotional process. TD on the short-term programme was not qualitatively different from that of a comparable long-term programme.
Originality/value: This is the first paper which systematically investigates TD from a short-term training, as compared to a comparable long-term programme. This research has significance as it has implications for effective design and management of TD programmes. Copyright © 2017 Emerald Publishing Limited.

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Published date: 13 November 2017

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Local EPrints ID: 470793
URI: http://eprints.soton.ac.uk/id/eprint/470793
ISSN: 2309-4907
PURE UUID: efe12395-69f7-4fd9-8bb0-7e488017d811
ORCID for Tae-Hee Choi: ORCID iD orcid.org/0000-0001-8840-4082

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Date deposited: 20 Oct 2022 16:34
Last modified: 17 Mar 2024 04:16

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Author: Tae-Hee Choi ORCID iD

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