Jina Ro
Biographic Data
| ID | 6509309 |
|---|---|
| NAME | Jina Ro |
| GIVEN NAMES | Jina |
| FAMILY NAME | Ro |
| SIGNATURE | RO J |
| AFFILIATIONS | Sungkyunkwan University |
| ORCID | 0000-0003-4597-483X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Enforcing unwarranted optimism
Although digitalisation is central to education reform in many countries, efforts to investigate this tendency at the policy level are lacking. In this respect, this study investigates the policy discourse on educational digitalisation in South Korea. The results indicate that policymakers are highly optimistic about the potential of digital technologies in solving several education and social issues and contributing to national economic competit…
Forcing quality without substance
In this study, the South Korean policy of evaluating the nation’s entire teacher education programmes regularly, which was introduced amid the globalization and rising popularity of neoliberal education reforms, was examined. Over the years, this policy has been criticized widely for its minimal impact on transforming teacher education. Employing the theoretical frameworks of teacher quality and teacher education accountability, a variety of rele…
Enacting powerful knowledge
In this article, I examine how teachers can enact ‘powerful knowledge’ (PK)—a curriculum principle proposed by Michael Young—by linking it with the scholarship of teacher professionalism (TP). Despite the significance of teachers’ role in curriculum enactment, effort to understand this topic has been insufficient. I first indicate that separating the curriculum from teaching, as proposed by Young, is not applicable in schools, and it could rather…
Critical thinking in the national curriculum and teacher education in South Korea
Critical thinking (CT) is an essential quality promoted in educational policies across diverse education systems, yet there has been little effort to clarify its meaning and significance at the policy level. Because such clarification is essential to derive meaningful implications for preparing teachers for CT, this study critically analyses the conceptualisation of CT in two interrelated key policies—the national curriculum and teacher education…
Redefining the meaning of teaching in the era of (post-) performativity
Performativity is a dominant mode of regulation in many education systems that has caused a significant shift in teaching and teacher professionalism, yet minimal attention has been paid to understanding it in non-Western contexts. This study explores Singaporean teachers’ perceptions of teaching within its unique and normalised performative structure. Based on the interview data of 15 secondary school teachers, there was a clear gap between the …
On the matter of teacher quality
Singapore is known as a high-performing country with high-quality teachers and is considered a model system for educational benchmarking. Still, many accolades for the system address teachers’ productivity in raising student achievement, which could reinforce a partial understanding of teacher quality in the system. Aiming at developing a more comprehensive and balanced understanding of the concept of teacher quality, this study explores the pers…
Curriculum, standards and professionalisation
Curriculum, standards and professionalisation
On the matter of teacher quality
Singapore is known as a high-performing country with high-quality teachers and is considered a model system for educational benchmarking. Still, many accolades for the system address teachers’ productivity in raising student achievement, which could reinforce a partial understanding of teacher quality in the system. Aiming at developing a more comprehensive and balanced understanding of the concept of teacher quality, this study explores the pers…
Redefining the meaning of teaching in the era of (post-) performativity
Performativity is a dominant mode of regulation in many education systems that has caused a significant shift in teaching and teacher professionalism, yet minimal attention has been paid to understanding it in non-Western contexts. This study explores Singaporean teachers’ perceptions of teaching within its unique and normalised performative structure. Based on the interview data of 15 secondary school teachers, there was a clear gap between the …
Critical thinking in the national curriculum and teacher education in South Korea
Critical thinking (CT) is an essential quality promoted in educational policies across diverse education systems, yet there has been little effort to clarify its meaning and significance at the policy level. Because such clarification is essential to derive meaningful implications for preparing teachers for CT, this study critically analyses the conceptualisation of CT in two interrelated key policies—the national curriculum and teacher education…
Enacting powerful knowledge
In this article, I examine how teachers can enact ‘powerful knowledge’ (PK)—a curriculum principle proposed by Michael Young—by linking it with the scholarship of teacher professionalism (TP). Despite the significance of teachers’ role in curriculum enactment, effort to understand this topic has been insufficient. I first indicate that separating the curriculum from teaching, as proposed by Young, is not applicable in schools, and it could rather…
Enforcing unwarranted optimism
Although digitalisation is central to education reform in many countries, efforts to investigate this tendency at the policy level are lacking. In this respect, this study investigates the policy discourse on educational digitalisation in South Korea. The results indicate that policymakers are highly optimistic about the potential of digital technologies in solving several education and social issues and contributing to national economic competit…
Forcing quality without substance
In this study, the South Korean policy of evaluating the nation’s entire teacher education programmes regularly, which was introduced amid the globalization and rising popularity of neoliberal education reforms, was examined. Over the years, this policy has been criticized widely for its minimal impact on transforming teacher education. Employing the theoretical frameworks of teacher quality and teacher education accountability, a variety of rele…
Pedagogy (7 works) · Sociology (7 works) · Global Educational Policies and Reforms (5 works) · Political science (5 works) · Psychology (5 works) · Teacher education (5 works) · Global Educational Reforms and Inequalities (4 works) · Curriculum (3 works) · Economic growth (3 works) · Economics (3 works)