Social justice teaching beliefs and practices of South Korean novice teachers: complexity theory perspectives
Author:
Affiliation:
1. Associate Professor, Hongik University, South Korea
2. Emeritus Professor, University of Washington, U.S.A
Funder
funding associated with the work featured in this article
Publisher
Informa UK Limited
Subject
Anthropology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/2005615X.2021.2006119
Reference42 articles.
1. From Ideal to Practice and Back Again: Beginning Teachers Teaching for Social Justice
2. Investigating novice teacher experiences of the teaching dynamics operating in selected school communities in Finland
3. Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education
4. Navigating social justice literacies: the dynamics of teacher beliefs in teaching for social justice
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1. Applications of codes of teacher ethics in the context of anthropogenic climate change;Teachers and Teaching;2023-11-16
2. Effects of pre-service teachers’ cultural competence on their social justice and self-efficacy beliefs: a cross-cultural comparison between Turkey, South Korea and the United States;Teachers and Teaching;2023-03-16
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