Preparing Teachers to Meet the Challenges of Twenty First Century Learners

다국어 초록 (Multilingual Abstract)

Although a nationally centralized education system brought much growth to South Korea following the Korean war, the challenges facing a global knowledge economy in the twenty-first century require students to be intellectually competent with skills such as inquiry, creativity, problem-solving and collaboration. The Korean government aims to reform the education system from a highly test-driven, content learning environment with emphasis on rote memory of facts, to a more student-centered learning environment where meaningful and experiential learning is valued. However, teachers continue to face challenges in reforming their pedagogical practices, due to the lack of training and resources needed to bring effective change to their classroom practices. This single case study of GSS adapted the gap analysis framework by Clark and Estes (2008) to evaluate the Knowledge, Motivation and Organizational (KMO) needs teachers have in reaching their organizational goal. The findings from this study concurred with prior research that ongoing support for classroom teachers through education, training, and Professional Learning Communities (PLC) is crucial for teachers to continue deepening students‟ learning experiences through various pedagogical practices that are effective.

목차 (Table of Contents)

• Abstract
• Introduction
• Literature Review
• Organizational Context and Mission
• Conclusion
• References