Listening to teacher lore: The challenges and resources of Korean heritage language teachers

Disquiet Voices Foretelling Hope: Rural Teachers’ Resilience Experiences of Past and Present Chronic Adversity

“…Others agree that rural teachers experience professional isolation (Haughey and Murphy, 1983; Sharplin et al, 2011; Tytler et al, 2011). Other studies in adverse educational contexts also found that the significant strain placed on teachers’ time causes heightened exhaustion levels in teachers (Aitken and Harford, 2011; Choi and Tang, 2009; Lee and Bang, 2011). It is a common finding that rural teachers believe that society underappreciates the teaching profession (Haughey and Murphy, 1983; Huysman, 2008).…”

“…This is no different from their international counterparts. Korean teachers feel inadequate at times (Lee and Bang, 2011) and American teachers quit teaching because of emotional burnout (Hong, 2010: 1530) or so-called unpleasant emotions (Cross and Hong, 2012: 957). Furthermore, Raider-Roth and colleagues (2012: 500) describe how American teachers disconnect from themselves, and Pietarinen et al (2013) explain how Finnish teachers develop a cynical attitude.…”

Immigrant Communities' Engagement in Reclaiming Bilingual Education in the United States

“…HL teachers' lack of experiences with U.S. public schools and teacher training hampered their classroom management as immigrant children had already been familiar with the U.S. school culture (Lee & Bang, 2011). Drawing on their previous schooling experiences from their home countries, some HL teachers adhered to their cultural beliefs and values derived from their previous experiences while failing to attend to immigrant students' perspectives and needs and sociocultural contexts of HL learners (Kim, 2017b).…”

“…262)." Instructional materials designed for HL learners may contain decontextualized language forms and patterns that are organized in a step-by-step manner (Lee & Bang, 2011). Furthermore, these materials are neither necessarily culturally relevant nor engaging for children born and raised in the United States.…”

Learning the Cultural Heritage by Documenting: Field Experiences of Teacher Candidates of Social Studies

“…It can be seen that the students' knowledge, viewpoint, perception, attitude, and awareness of the areas relevant to cultural heritage were assessed in the studies of the first group (Akkaya, 2017;Arıkan and Doğan, 2013;Aslan ve Çulha, 2008;Dönmez and Yeşilbursa, 2014;Gürdoğan-Bayır and Çengelci-Köse, 2019;Gürel and Çetin, 2019;Ismaeel and Al-Abdullatif, 2016;Karakuş, Çepni and Kılcan, 2011;Levy, 2016;Sağ and Ünal, 2019;Tuncel and Altuntaş, 2020;Uztemur, Dinc and Acun, 2019). In second group studies have focused on the insights of teachers in different branches on cultural heritage issues and its teaching (Adukaite, van Zyl, Er and Cantoni, 2017;Avcı and Memişoğlu, 2016;Giménez, Ruiz and Listán, 2008;Kafol, Dena and Znidarsic, 2015;Lee and Bang, 2011;Levy, 2016;Özlek, 2019;Pérez, López and Listán, 2010). Studies that are carried out with the candidate teachers are included in the third group.…”