An interrogation of the "learning gaps" discourse: Insights from Korean teachers in Confucian-influenced education.
Saved in:
| Title: | An interrogation of the "learning gaps" discourse: Insights from Korean teachers in Confucian-influenced education. |
|---|---|
| Authors: | Park, Soojung1 (AUTHOR) edupark37@gmail.com, Kim, Taeyeon2 (AUTHOR) tkim@unl.edu, Yang, Minseok3 (AUTHOR) minseok.yang@missouri.edu |
| Source: | Journal of Educational Change. Jun2025, Vol. 26 Issue 2, p343-372. 30p. |
| Subject Terms: | *Student well-being, *Holistic education, *Teacher educators, *Philosophy of education, Ecological systems theory, Theory of self-knowledge, Confucian philosophy |
| Geographic Terms: | East Asia |
| Abstract: | This study investigates recent discourse on "learning gaps" through the lens of Korean teachers' perspectives. Drawing on ecological systems theory and Confucian influences on East Asian education, we analyzed interviews with 24 Korean teachers to explore their perceptions of pandemic-induced learning disparities and their root causes. Our findings revealed that teachers observed widening gaps in students' educational access, experiences, and outcomes. In contrast to prevalent discourse relying on simplistic, linear comparisons, these teachers approached learning as a holistic and multidimensional process. They identified root causes of the pandemic-induced learning gaps including family circumstances, reduced opportunities for comprehensive development, and exacerbated socio-structural inequities. The Korean teachers' insights prompt a re-examination of the learning gaps, urging a shift beyond surface-level metrics and a narrow focus on academic achievement. By exploring teachers' perspectives situated within the Confucian influenced Korean education system, this study extends existing erudition on gap discourses often shaped by Western-origin theories and practices. This study underscores the need for educational leaders and policymakers to leverage teachers' reflexive and compassionate knowledge in creating comprehensive policies that foster holistic student development and well-being. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 186136456 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: An interrogation of the "learning gaps" discourse: Insights from Korean teachers in Confucian-influenced education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Park%2C+Soojung%22">Park, Soojung</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> edupark37@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Taeyeon%22">Kim, Taeyeon</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> tkim@unl.edu</i><br /><searchLink fieldCode="AR" term="%22Yang%2C+Minseok%22">Yang, Minseok</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> minseok.yang@missouri.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Change%22">Journal of Educational Change</searchLink>. Jun2025, Vol. 26 Issue 2, p343-372. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+well-being%22">Student well-being</searchLink><br />*<searchLink fieldCode="DE" term="%22Holistic+education%22">Holistic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+systems+theory%22">Ecological systems theory</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+self-knowledge%22">Theory of self-knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Confucian+philosophy%22">Confucian philosophy</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22East+Asia%22">East Asia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates recent discourse on "learning gaps" through the lens of Korean teachers' perspectives. Drawing on ecological systems theory and Confucian influences on East Asian education, we analyzed interviews with 24 Korean teachers to explore their perceptions of pandemic-induced learning disparities and their root causes. Our findings revealed that teachers observed widening gaps in students' educational access, experiences, and outcomes. In contrast to prevalent discourse relying on simplistic, linear comparisons, these teachers approached learning as a holistic and multidimensional process. They identified root causes of the pandemic-induced learning gaps including family circumstances, reduced opportunities for comprehensive development, and exacerbated socio-structural inequities. The Korean teachers' insights prompt a re-examination of the learning gaps, urging a shift beyond surface-level metrics and a narrow focus on academic achievement. By exploring teachers' perspectives situated within the Confucian influenced Korean education system, this study extends existing erudition on gap discourses often shaped by Western-origin theories and practices. This study underscores the need for educational leaders and policymakers to leverage teachers' reflexive and compassionate knowledge in creating comprehensive policies that foster holistic student development and well-being. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186136456 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10833-025-09526-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 343 Subjects: – SubjectFull: Student well-being Type: general – SubjectFull: Holistic education Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: Philosophy of education Type: general – SubjectFull: Ecological systems theory Type: general – SubjectFull: Theory of self-knowledge Type: general – SubjectFull: Confucian philosophy Type: general – SubjectFull: East Asia Type: general Titles: – TitleFull: An interrogation of the "learning gaps" discourse: Insights from Korean teachers in Confucian-influenced education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Park, Soojung – PersonEntity: Name: NameFull: Kim, Taeyeon – PersonEntity: Name: NameFull: Yang, Minseok IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13892843 Numbering: – Type: volume Value: 26 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educational Change Type: main |
| ResultId | 1 |
