An In-depth Interview Study on the Development and Enactment of Korean Language Teachers’ Professionalism in Media Literacy Education

Abstract

This study conducted in-depth interviews with eight Korean language teachers who actively practiced media literacy education to understand professionalism in media literacy education, which was acquired from and enacted in continuous professional development. The elements of professionalism were divided into beliefs and attitudes, functions, and strategies, and 16 sub-categories were derived. The sub-categories of “Beliefs and Attitudes” included media as a mediator for authentic participation, “responsibility to teach a new language,” the need for education to become a “wise citizen,” everyday exploration and continuous participation in resources for learning, the cycle of challenge and reflection on new instruction, active enjoyment of media, critical thinking about the world, the ability to “match the children’s eye level,” the formation of a supporter identity, and the questioning of identity as Korean language teachers. The sub-categories of “Functions and Strategies” included enacting multifaceted authenticity in learning, integrating and expanding learning experiences, embracing learner diversity, fostering learner autonomy, constructing and utilizing learning communities, and expressing solidarity and seeking consultation with peers and other subject teachers. Educational implications to develop Korean language teachers’ professionalism in media literacy education were discussed.