A Comparison of Korean and American Elementary Educators' Self-Determination Practices

Autor/inn/en	Cho, Hyun-jeong; Kim, Kyeong-hwa
Titel	A Comparison of Korean and American Elementary Educators' Self-Determination Practices
Quelle	In: Asia Pacific Education Review, 15 (2014) 2, S.155-164 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-014-9315-z
Schlagwörter	Foreign Countries; Elementary School Students; Special Education; Special Education Teachers; Teacher Surveys; Disabilities; Barriers; Self Determination; Teacher Competencies; Empathy; Comparative Analysis; South Korea + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Selbstbestimmung; Lehrkunst; Empathie; Korea; Republik
Abstract	Korean general and special educators (n = 229) and American general and special educators (n = 348) were surveyed to explore (a) their perceptions of the importance of self-determination for students with disabilities, (b) how frequently they teach it, (c) the relationship between their perception of the importance of teaching self-determination and how often they teach it, and (d) the barriers they perceive that inhibit them from teaching it. American general and special educators attached higher importance to self-determination instruction than their Korean counterparts, but Korean educators taught self-determination skills to their students with disabilities more often than American educators did. There was greater incongruence between the value American educators placed on promoting self-determination and the time they devoted to teaching it than there was for Korean educators. Educators of both countries shared some perceived barriers to promoting self-determination (e.g., communication difficulty, students were too young, and other more urgent instructional needs), but each group cited barriers the other did not (e.g., teacher lacked sufficient skill, difficult to empathize with student, and no instructional latitude). Limitations and implications are discussed along with suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10