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ERIC Number: EJ1337130
Record Type: Journal
Publication Date: 2021
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1177-1828
A Narrative Approach to Understand Korean Teacher Agency in the Context of the Recent Innovation School Model
Shin, Kyunghee
Curriculum Matters, v17 p105-126 2021
Little effort has been made to understand the changes and issues faced by Korean teachers at the Innovation School, a type of public school with a progressive agenda. This qualitative research focuses on Korean teachers' lived experiences at their Innovation School sites. Narrative interviews were conducted with eight elementary school level Innovation School teachers to understand their thinking and practices, which revealed that teachers' thoughts and feelings shifted as they worked at the Innovation School. The teachers found that horizontal relationships and the administrative support of the Innovation School helped them to understand teacher agency in curriculum making. They also developed a sense of ownership of their curriculum by being involved in the collative culture of the school. However, most of them were concerned about whether they will keep their agency after leaving the Innovation School. Based on these findings, this research suggests several implications for policy and future research to sustain the Innovation School model to innovate Korean education.
New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A