Full Description
This book focuses on the role of cultural background in Korean public schools, and provides essential insights into how Korean teachers perceive and respond to the transition of their classroom situations with Korean language learners. It reveals the perspectives and the practices of Korean teachers, especially with regard to multicultural students who struggle with language barriers when learning mathematics. The information provided is both relevant and topical, as teaching mathematics to linguistically and culturally diverse learners is increasingly becoming a worldwide challenge.
Contents
1 Introduction.- Part I. Teacher Education in South Korea.- 2 Backgrounds of Teacher Education System in South Korea.- 3 Types and Contents of Teacher Education in Korea.- Part II. Teacher Perspectives and Practices with KLLs.- 4 Literature Review and Framework.- 5 Methods: Mixed-Methods Research Design.- 6 Results from Teacher Survey: Korean Teachers' Perspectives on Teaching Mathematics for KLLs.- 7 Results from Case Study: Mathematics Lessons from KLLs at Uri Elementary School.- Part III Final Thoughts.- 8 Discussion and Conclusion: Korean Teachers' Perspectives and Practices.- 9 Implications and Conclusion.
