Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning. Issue 2 (27th May 2021)

• Record Type: Journal Article
• Authors: Kim, Taeyeon; Reichmuth, Heather L.
• Is Part Of: Professional development in education. Volume 47:Issue 2/3(2021)
• Page Start: 257
• Page End: 272
• Publication Date: 2021-05-27
• Subjects: Teacher learning -- CHAT -- cultural logic -- transnational teaching and learning -- collaborative autoethnography -- Korean education; Teachers -- In-service training -- Periodicals; 370.7155
• DOI: 10.1080/19415257.2020.1862278
• Languages: English
• ISSNs: 1941-5257

Abstract

ABSTRACT: 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.