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http://dx.doi.org/10.15267/keses.2021.40.2.210

A Narrative Inquiry on the Conflict between Science Class Orientation and Reality of Two Elementary School Teachers  

Han, Moonhyun (Bucheon Elementary School)
Yoon, Hye-Gyoung (Chuncheon National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.40, no.2, 2021 , pp. 210-226 More about this Journal
Abstract
The purpose of this study was to understand what orientations elementary school teachers have related to their science classes, what realities they encounter in real classes, how they overcome their frustrations and failures they experience. We employed a narrative inquiry method and analyzed the experiences of two early career elementary school teachers (Miss Park and Mr. Choi). Miss Park wanted to conduct students-driven inquiry classes, in which students become active investigators, but in reality, she faced herself who conducted teacher-driven classes. Mr. Choi wanted to conduct science classes based on constructivism, but in reality, he encountered himself as a knowledge giver rather than scaffolder. However, rather than giving up their orientations, the two teachers tried to keep them in their own way. It was expected that by understanding what strategies beginner teachers take when their theoretical orientation and ideals are not well implemented in actual educational reality, we could find a clue that will lead to a more successful transition from pre-service teacher to teacher.
Keywords
elementary school teacher; science class; orientation; reality;
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