• English Language & Literature Teaching
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• v.15 no.3
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• pp.199-222
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• 2009

As great attention is given to a high quality of English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korean teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.

• Proceedings of the Korea Society of Design Studies Conference
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• 2001.10a
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• pp.21.2-21
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• 2001

• Journal of the Korean Institute of Educational Facilities
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• v.14 no.1
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• pp.5-13
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• 2007

An architectural practice cannot help involving a social art as its own concept. Especially school buildings are subjected to the influence of not only the educational philosophy and the national curriculum, but also the sociocultural context with the change of the times. This study aims to explore the contemporary trends of school architecture and give new inspiration to the school design practice. After it establishes the 'contemporary' school architecture as school buildings built from the second half of the 1980's to the present time, this paper classifies them into 4 categories : popularist trend, traditional and regional tendency, revival of classicism and the pursuit of art for art's sake.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.125-146
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• 2011

Within a framework of sociocultural approaches to writing process, this study examined six ESL graduate students' writing processes in depth based on individual interviews and their narratives of writing process. The narratives and interviews were analyzed to discover salient aspects of the students' writing processes and to understand the socially situated nature of the writing processes. First, it was observed that these six students displayed multiplicity in terms of their representations of writing process, episodes, textual practices, and concerns. Several factors including the writing task, students' familiarity with genre, literacy skills, attitude toward writing, and involvement in interaction contributed to individualized trajectories of writing process. It was also revealed that writing is unavoidably a socially situated practice. Students were situated in their cultural arenas as well as their disciplinary arenas, and these contexts helped the students serve as active agents producing and sharing knowledge. The confluence of personal, cognitive, and social factors observed in their writing processes suggests that writing process should be understood from multiple perspectives.

• The Research Journal of the Costume Culture
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• v.28 no.2
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• pp.245-264
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• 2020

This study identifies Kim Jihaye and Lee Jeanyoun as actor-networks with cultural values and meanings. It analyzes the process of reorganizing their works into Korean orientalism via an action of co-construction with formative techniques. First, the historical context of orientalism formed in the fashion world will be studied, followed by the design characteristics of orientalism, and the correlation between the Korean orientalism of these designers on the world stage influenced by the globalization discourse of Korean tradition since the 1980s. Next, works of Kim Jihaye and Lee Jeanyoun from 2000 to 2012 will be analyzed, revealing aspects of Korean image reproduction. Consequently, this study finds that the Korean image is restructured socio-culturally through technological imagery as a reproduction of reality by the production subject. This study reminds us of the reflective and cultural meaning of fashion designers in the area of image reproduction, sociocultural practice, and materials and technology.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• Journal of Korean Academy of Nursing
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• v.24 no.1
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• pp.33-46
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• 1994

In Korea, breastfeeding practice has decreased since 1980's. According to the literature review, insufficient milk supply(IMS) is a major reason found by mothers for early termination of breastfeeding practice. Insufficient milk supply syndrome cannot be explained simply. IMS is a complex phenomenon that has never been adequately investigated in Korea. Using the modified IMS conceptual framework by Hill and Humenick(1989), a study was conducted at one well baby clinic located in metropolitan hospital. Approval was obtained from head of nursing service and employees ill the well baby clinic. The study sample was to restricted mothers who initiated breastfeeding and still continuously breastfeeding (n=52) and mothers who initiated breastfeeding but terminated at the time of data collection (n=39). Factor analysis suggested that Potential Determinant factors, maternal psychologic factors were : sociocultural factors, breastfeeding behaviors, breastfeeding frequency, social support, maternal education and prenatal preparation, physical and sibling support, maternal confidence, and maternal physicals which accounted for 71.12% of the variance. Using discriminant analysis those potential determinant factors predicted 72.49% of the cases accurately. These findings of research suggest that the modified IMS model is valid. But additional variables which consider Korea sociocultural factors may need to be included in future studies to determine and develop an IMS model for Korea.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.2
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• pp.41-60
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• 2011

The use of a practice perspective in the analysis of information literacy represents a shift in attention towards the enactment of information literacy as a social practice, and away from the information skills approach that has dominated information literacy research and education. The sociocultural perspective that underpins a practice-oriented approach highlights the role of practice and co-participation of the community in shaping the production, reproduction and circulation of knowledge, including knowledge about the appropriateness of information skills in relation to the context in which the skills are practised. This emerging view contrasts with the conventional approach to information literacy that has focused on the information skills of individuals as something that can be learned and transferred independently of context. This paper explores two questions: what is information literacy and, how does it happen? It then goes on to identify the implications of this approach for librarians and researchers.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.187-202
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• 2018

This study posits that a more equitable science education is possible through analyzing the sociocultural mechanisms that operate in the participation and marginalization in science learning process, and therefore aims to review research trends in this area of science education. To do so, the study analyzed 85 articles that adopted a sociocultural approach to science learning identity in major international journals. The review was organized into 1) overall trends such as the number of articles by year, country, learner's sociocultural background, research context and research methods, and 2) a more in-depth analysis of the main research problems and conceptual frameworks along with concrete research examples. The study found that the current research works in this area have contributed to broadening the idea of legitimate learners in science education by considering learners' various sociocultural identities as the positive resource for learning based on the premise that science learning occurs as identity formation through participating communities of practice, and critiquing the culture or discourses that oppress such identity formation. The studies in this area also brought up the equity issue in science education in ways which embrace various learners that had been marginalized in the traditional science class and facilitate their agency. Based on these findings, the study made a case for analyzing various sociocultural mechanisms relating to the participation and marginalization in science learning to realize 'science education for all Koreans' and proposed future research direction.

• Research in Mathematical Education
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• v.8 no.4
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• pp.293-307
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• 2004

Psychological and social theories have influenced on making sense of teaching and learning of mathematics. This paper analyzes major influences of such theories - behaviorism cognitivism, and situativity - on mathematics education. Instead of reviewing the theories perse, it intends to explicate how different perspectives have shaped our understanding of mathematics education both in theory and in practice. Given that the current mathematics education reform ideas are theoretically based on the constructivist and the sociocultural perspectives, the main focus is given on cognitivism, situativity, and various coordinations between the two. Exploring about psychological and social theories in the context of mathematics education is expected to enrich our understanding of where we have come from and where we are going.