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A Narrative Inquiry into Teachers’ Job Experience of Newly-Established Special Classes at High Schools

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(4), pp.97-127
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Yong-Wook Kim 1 PARK HYEONGJIN 2

1대구대학교
2

Accredited

ABSTRACT

This study sought to understand three newly-appointed teachers' experiences in Newly-Established Special Classes at High Schools through narrative inquiry. Narrative inquiry was adopted to reveal the meaning of educational experience of adapting. I want to take advantage of the narrative, which is considered to be suitable for studies of human experience and cultural context specifically explore method. The research findings are as follows: After five months of having an experience in Newly-Established Special Classes at High Schools, Three teachers have changed as a three-step. The first step is to face-to-face with an unexpected problem, The second step is to undergo a trial-and- error, Third, go own way through the agony and the efforts of the improving step process. while experiencing These courses, Three Teachers in Newly-Established Special Classes at High Schools have gradually adapted to the strange environment of education and grown.

Citation status

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