Education reform policies and classroom teaching in South Korea

Abstract

This article focuses on teachers' dual frustrations caused by contradictory requirements in Korean education reform policies since 1995. It summarizes recent education policy reforms in Korea and links them to the intensification of teachers' work through the extension of its range, and the possibility that teachers' work will be deskilled by requirements to develop new technical skills with limited resources. Above all, teachers, who have tried to overcome standardized classroom teaching, and have been frustrated by limited resources and the existing school system, are now being frustrated again by recent re-standardization policies.

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