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BEGINNING TEACHERS IN THE UNITED STATES AND KOREA: LEARNING TO TEACH IN THE ERA OF TEST-BASED ACCOUNTABILITY Author: Jina Ro Persistent link: http://hdl.handle.net/2345/bc-ir:106796 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2016 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College Lynch School of Education Department of Teacher Education, Special Education, Curriculum and Instruction Program of Curriculum and Instruction BEGINNING TEACHERS IN THE UNITED STATES AND KOREA: LEARNING TO TEACH IN THE ERA OF TEST-BASED ACCOUNTABILITY Dissertation by JINA RO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2016 © Copyright by Jina Ro 2016 ABSTRACT BEGINNING TEACHERS IN THE UNITED STATES AND KOREA: LEARNING TO TEACH IN THE ERA OF TEST-BASED ACCOUNTABILITY Author: Jina Ro Advisor: Dr. Marilyn Cochran–Smith The purpose of this study was to understand beginning teachers’ experiences with learning to teach in an educational system that puts intense pressure on teachers to prepare students for standardized tests. The situation is common in many developed and developing countries whose educational systems are run by policies grounded in neoliberal and human capital ideologies. Using a phenomenological research design, I explored teachers’ experiences in two very different educational systems, the United States and South Korea, and focused on the commonalities and differences of their experiences of learning to teach. I recruited four secondary-school teachers (two English and two mathematics) who had been teaching fewer than three years from each country. I conducted a series of three phenomenological interviews with each teacher in his or her native language, following the guidelines set out by Irving Seidman (2012). My analysis suggested that, although there were many differences between US and Korean teachers’ lived experiences in the context of test-based accountability, the groups were primarily similar. Both novice teachers in the United States and Korea faced significant conflicts between their prior beliefs about good teaching and the educational system that demanded them to teach to tests. All teachers in this study described experiencing various levels of frustration with having to teach to the tests, which was not their preferred approach to teaching. While struggling to meet the demands of their test- based accountability systems, the beginning teachers in this study established firm student-centered beliefs and strived to integrate practices that were consistent with their beliefs. The findings suggest that support in the form of policies and teacher education is necessary to promote teachers’ constant learning and growth in the challenging context of test-based accountability. i Acknowledgements To Dr. Cochran-Smith, to whom I am more grateful than I can find the words to express. Thank you for your support throughout my journey in this PhD program. During my time at BC, I have learned a lot and received so much inspiration from you. I cannot even gauge how much. You really built me into a researcher. All of my accomplishments in this program, which I could not have imagined achieving when I began six years ago, were only possible because you were with me. As a researcher and educator, you will be my role model forever. To Dr. Lillie Albert, whose support has been immeasurable during my PhD journey. Whenever I needed encouragement, you were there. I could not have completed this dissertation without your warm support and kind feedback. I will always miss the time in your office. I always left gaining so much energy and encouragement from you. To Dr. Patrick McQuillan, whose feedback and support in this dissertation were priceless. Through all the classes I took with you and all the conversations we had, I was able to dramatically develop my knowledge and skills in qualitative research. More than anything else, you were one of the best teachers I have had in my life and your tutelage has been an immense support during my time at BC. To all my friends at Lynch School, especially to my partners in our writing group: Beatriz, Rocío, and Kate. Your support, feedback, and laughter were an enormous help in completing the dissertation. The time we have been together was truly among the best moments in my doctoral experience. I am so fortunate to have you at BC! ii 서경혜 선생님, 학부 때부터 박사를 마치는 이 순간까지 항상 저에게 큰 가르침과 힘을 주셔서 감사합니다. 그 어떤 말로도 감사한 마음을 표현하기가 어려울 것 같습니다. 앞으로도 더욱 열심히 좋은 연구를 해서 끊임없이 성장하는 학자가 되겠습니다. 그것이 조금이나마 제가 지금까지 선생님께 받은 수많은 것들에 대한 보답이 될 수 있었으면 좋겠습니다. 자주 못보지만 한국에 갈 때마다 만나주고 격려해준 친구들과 언니, 오빠, 동생들 정말 고맙습니다. 그리고 보스턴에서 만난 소중한 인연들, 특히 논문에 집중하던 막바지 2 년 여의 시간 동안 홀로 유학생활 하는 저에게 마치 가족과도 같았던 민송오빠, 누리, 세영, 세린 가족, 유화언니와 진용오빠 부부, 로사, 기찬이 모두 고맙습니다. 마지막으로 우리 가족에게 감사합니다. 세상에 하나뿐인 내 동생 을아, 항상 언니를 자랑스러하고 언니를 최고로 생각하는 우리 을아가 없는 지금의 내 모습은 상상도 할 수 없습니다. 논문 쓰면서 지치고 힘들 때마다 큰 위안이 된 정읍 최고 미녀개 우리 칠순이, 고맙습니다. 미우나 고우나 나를 학문의 길로 이끌어준 아빠, 그리고 아빠에 이어 큰 딸까지 박사로 키워낸 세상에서 제일 위대한 우리 엄마, 모두 고맙고 사랑합니다. 무뚝뚝하고 표현도 잘 못하는 제 곁에 함께 해주고 따뜻한 응원을 보내준 모든 분들께 고마운 마음을 전하고 싶습니다. 저는 이제 이 논문을 시작으로 학자로서의 첫걸음을 내딛습니다. 아직은 부족한 점이 너무도 많은 새내기 학자이지만 조금씩 꾸준히 성장해나갈 수 있도록 더 노력하겠습니다. 앞으로 제가 나아갈 길에도 여러분들과 꼭 함께 하고 싶습니다. iii Table of Contents Acknowledgements .............................................................................................................. i Chapter I: The Impact of Testing on the Life of Beginning Teachers .......................... 1 Testing: The New Norm of US Public Education ............................................................... 3 No Child Left Behind: The Beginning of the Testing Era ........................................... 4 Race to the Top: Teachers and Teacher Education Became a Major Concern of the Federal Government ..................................................................................................... 6 The Impact of International Tests ............................................................................... 10 The Relationship of Testing, Teachers, and Teacher Education in the United States 13 Test-Centered Schooling in Korea .................................................................................... 15 The Culture of Appreciating Academic Success ........................................................ 18 Shadow Education over Public Education ................................................................. 20 Policies and Reform Have No Effect ......................................................................... 22 The Relationship of Testing, Teachers, and Teacher Education in Korea .................. 25 Common Problems in Both the United States and Korea ................................................. 26 Why Beginning Teachers? .......................................................................................... 29 The Scope and Purpose of the Study ................................................................................ 31 Research Questions .................................................................................................... 31 Chapter II: Review of the Literature ............................................................................ 36 Teachers in the Era of Test-Based Accountability ............................................................ 36 Research on Teachers’ Beliefs and Perceptions on Test-Based Accountability ......... 37 Research on Teachers’ Practice in the Context of Test-Based Accountability ........... 47 Research on Teacher Recruitment, Retention, and Placement in the Context of Test- Based Accountability.................................................................................................. 58 Beginning Teachers Learning to Teach: What They Experience in Schools .................... 63 Beginning Teachers’ Learning to Teach ..................................................................... 63 Beginning Teachers in the Era of Test-Based Accountability .................................... 74 Theoretical Framework: Phenomenology and Teaching .................................................. 85 Understanding Phenomenology: Concept and History .............................................. 86 Application of Phenomenology to Research on Teachers’ Experiences .................... 93 Conclusion: The Significance of Studying Beginning Teachers’ Lived Experiences with Test-Based Accountability .............................................................................................. 102 iv Chapter III: Research Design: Phenomenological Research .................................... 105 Understanding Phenomenological Research................................................................... 105 Definition, Aims, and Purpose ................................................................................. 105 Assumptions of Phenomenological Research: Acceptance of Multiple Realities .... 107 Carrying Out Phenomenological Research: Discussing the “How To” .......................... 108 Determining a Phenomenon and Research Questions.............................................. 108 Bracketing Out Researchers’ Assumptions and Pre-understandings ........................112 Collecting Data for Phenomenological Research: A Series of Three Phenomenological Interviews ...................................................................................114 Analyzing Phenomenological Interview Data.......................................................... 125 Bracketing:

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