How to teach STEM in increasingly multicultural contexts: the Korean case
This study investigates the development of culturally responsive self-efficacy among female pre-service STEM (Science, Technology, Engineering, and Mathematics) teachers in South Korea. Based on qualitative research, this study focused on 14 South Korean female pre-service teachers and their underst...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/ries, |
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| Auteurs principaux: | , , |
| Format: | Article ou chapitre numérique |
| Langue: | Anglais |
| Publié: |
Revue internationale d'éducation de Sèvres
2025
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| Sujets: | |
| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | This study investigates the development of culturally responsive self-efficacy among female pre-service STEM (Science, Technology, Engineering, and Mathematics) teachers in South Korea. Based on qualitative research, this study focused on 14 South Korean female pre-service teachers and their understanding of the personal and environmental factors that contribute to cultural responsiveness and self-efficacy. Findings indicated several challenges, including institutional barriers, an examination-oriented curriculum, and professional identity conflicts. However, participants reported positive engagement through reflective practices and bilingual teaching approaches aimed at both domestic and international student populations. The study contributes to our understanding of how to prepare teachers for increasingly diverse classrooms, while indicating the shortages of human resources in STEM education. |
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