Exploring Cultural Logic in Becoming Teacher: A Collaborative Autoethnography on Transnational Teaching and Learning
Professional Development in Education
Departing from the view that learning is a linear progression, we argue that through the lens of cultural historical activity theory (CHAT) and cultural logic, teacher learning research can be advanced. Applying these two constructs to a collaborative autoethnography of two emerging scholars’ transnational teaching and learning experiences in the US and South Korea we argue that implicit and explicit norms in a culture influence the process of becoming teacher in the Korean context. Findings suggest that socio-cultural elements of implicit beliefs and norms outside of schools are linked to teacher learning inside schools, thereby suggesting that teacher learning at the micro-level needs to be understood alongside meso-level artefacts and macro-level factors in the complex process of becoming teacher. This study supports the view that becoming teacher is nonlinear and culturally situated.
Reichmuth, Heather L. and Kim, Taeyeon, "Exploring Cultural Logic in Becoming Teacher: A Collaborative Autoethnography on Transnational Teaching and Learning" (2021). Faculty and Staff Scholarship. 19.