ERIC Number: EJ1295927
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
Exploring Cultural Logic in Becoming Teacher: A Collaborative Autoethnography on Transnational Teaching and Learning
Kim, Taeyeon; Reichmuth, Heather L.
Professional Development in Education, v47 n2-3 p257-272 2021
Departing from the view that learning is a linear progression, we argue that through the lens of cultural historical activity theory (CHAT) and cultural logic, teacher learning research can be advanced. Applying these two constructs to a collaborative autoethnography of two emerging scholars' transnational teaching and learning experiences in the US and South Korea we argue that implicit and explicit norms in a culture influence the process of "becoming teacher" in the Korean context. Findings suggest that socio-cultural elements of implicit beliefs and norms outside of schools are linked to teacher learning inside schools, thereby suggesting that teacher learning at the micro-level needs to be understood alongside meso-level artefacts and macro-level factors in the complex process of "becoming teacher." This study supports the view that becoming teacher is nonlinear and culturally situated.
Descriptors: Ethnography, Teaching Methods, Learning Processes, College Faculty, Beginning Teachers, Cross Cultural Studies, Foreign Countries, Educational Environment, Faculty Development, Doctoral Students, Teacher Education Programs, Student Attitudes, Educational Experience, Learning Theories, Communities of Practice, Social Capital, Cultural Traits, Asian Culture, Academic Aspiration, Cultural Differences, Comparative Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea; United States
Grant or Contract Numbers: N/A