The Possibility and Limitations of the Building of Korean Teacher Theory: An Autobiographical Narrative Exploration of the Research Experience of a Korean Teacher Field Researcher

This study attempted to explore the history of a researcher who had been studying the teacher field for more than 30 years in Korea and to clarify the possibilities and limitations of forming Korean teacher theory based on this. To this end, an autobiographical narrative inquiry method was adopted to reveal the reality and context of the formation of teacher theory in Korea by exploring whether it is possible to form a teacher theory in Korea, the context of the formation of a teacher theory in Korea, and why it has been difficult to form one in Korea. In addition, I would like to clarify the journey, conflict, and frustration of the formation of Korean teacher theory. As a result of the study, (a) formalism as an adaptation pattern of Korean teachers, (b) ambivalence as a delay factor in Korean education reform, and (c) shared leadership as a success factor in Korean schools were found. In addition, the context and conditions in which Korean teacher theory is not developed and theorized were also revealed, and three factors were found to act as limiting factors: the individual side of the researcher “I,” the research community aspect, and the environment aspect. In conclusion, suggestions are provided on what kind of efforts should be made to form Korean teacher theory.