An Oral History Research Of The Educational Philosophy Of Chinese Korean Teachers In Primary And Secondary Schools From A Life Course Perspective

A teacher’s educational philosophy is his or her systematic understanding of the basic issues of education formed gradually on the basis of systematic learning and practice of educational theoretical knowledge.The construction of personal educational philosophy has an important role for teachers to internalize educational philosophy,reflect on educational practice,clarify educational purpose,establish value orientation,create educational wisdom,and form educational art,which guides teachers throughout their educational career.In recent years,the research on educational philosophy is mostly based on theory,but lacks empirical research.Moreover,research on individual educational philosophies has mostly been conducted on famous educators,lacking attention to teachers around them,and the research results are to some extent not representative of most grassroots teachers.This study uses the life course theory as the perspective,adopts the "qualitative research" method and "oral history" to enter the real world of teachers,restore the growth trajectory of Chinese Korean teachers in primary and secondary schools,and explore the process of their educational philosophy generation and development.The purpose of this study is to draw a general and universal conclusion for the reference of Chinese Korean teachers in primary and secondary schools.Based on the literature at home and abroad,this study used the concepts of life course theory and educational philosophy to compile an oral outline of the educational philosophy of Chinese Korean teachers in primary and secondary schools in the context of life course.The syllabus was revised and finally formed into a formal syllabus.It was also used as a research tool to explore the formation and development process of Chinese Korean teachers’ educational philosophy in primary and secondary schools by depicting the life history and professional development trajectory of Chinese Korean teachers using eight representative Chinese Korean teachers in primary and secondary schools as research subjects.The final conclusions drawn from the study are as follows:(1)The formation of Chinese Korean teachers’ personal educational philosophy in primary and secondary schools is a continuous development process.It is influenced by a combination of internal and external factors,including: individual teachers’ practicality,ideology,social background,educational thinking,school culture,and teacher culture.(2)Key events and significant others play a decisive role in the growth and development of Chinese Korean teachers in elementary and secondary schools.(3)The life course of elementary and secondary Chinese Korean teachers interacts with their personal philosophy of education.(4)The process of formation and development of primary and secondary Chinese Korean teachers’ educational philosophy can be divided into three stages: potential,accumulation,and release,which can be further refined into the following eight segments: chaos,germination,seedling,twitchy,stagnation,awakening,gestation,and maturation.(5)To construct a personal educational philosophy,primary and secondary Chinese Korean teachers should,first,clarify their educational ideals and firm up their professional beliefs;second,establish the concept of lifelong learning and enhance the spirit of self-reflection and self-criticism;and third,conduct research on the combing of personal life history.