A B S T R A C T
An Action Research of the Peermentoring for the Adaptation to School Life in Elementary School Students who Returned from Abroad
by
Hwang, Hyesuk
Graduate School of Education
in Seoul National Univ. of Education
Majored in Multi-cultural Education
Supervised by Won Jinsuk
This study is an action research of peermentoring for the adaptation to the school life in elementary school students who returned home from abroad and aims to identify the difficulty in adapting to school life among elementary school students who returned home from abroad and by performing the peermentoring as a method to solve it, look at what the significant changes in mentor and mentee are. To achieve this purpose, mentor, mentee, mentee's parents, homeroom teachers in charge of class cooperation, and teachers responsible for students who returned home from abroad are set as research participants. These participants are interviewed in depth and the data collected from researcher's observation and mentor and mentee's peermentoring logs are analyzed to extract the difficulty in adapting to school life, and based on this, peermentoring methods are designed before application. After then, the collected data are analyzed to analogize the effect of peermentoring.
The area of school life adaptation is divided into ‘subject adaptation’ and ‘school life adaptation.’ Again, ‘Subject adaptation’ is classified into high level of educational course, lack of background knowledge in subject contents, and difficulty in understanding vocabulary, and ‘school life adaptation’ is classified into peer relation, relationship with teachers, and difficulty in understanding school culture.
First, the difficulty in ‘subject adaptation’ can be classified as follows:
Students who returned home from abroad showed difficulty in such subjects as Korean language and mathematics due to high degree of educational course and suffered from burdens and stress because of prerequisite learning, which was caused by private education. In addition, they lost confidence due to lowered self-efficacy and among those, there are students who hoped to return to the country that they had lived before. Subsequently, their lack of background knowledge with the subject contents led to difficulty in understanding the subject contents and required more time and efforts to accumulate background knowledge. This also led to the insufficient performance of classes designed to achieve the learning goals with the designated period. Finally, students who returned home from abroad showed difficulty in understanding vocabularies or words in textbooks. Therefore, it was a deciding failure factor in the process of identifying the contents and understanding and solving problems and also showed difficulty in writing activity because it's not easy to configure a sentence according to the selection of appropriate words to express own opinions, correct spelling, and word spacing.
Second, the difficulty in ‘school life adaptation’ can be classified as follows:
To look at the difficulty in peer relation, students who returned home from abroad showed difficulty in forming peer relation or understanding peer culture due to lack of time and method to get along with peers and lack of smooth communication in Korean language. They also suffered from difficulty in forming relationship with teachers. To those, Korean teachers looked rather authoritative and quick-tempered and they said that it was difficult to approach teachers because they were always busy. This affected the relationship with teachers because of difference in way of living between Korea and countries that they had lived in terms of sociocultural aspects. Finally, as they lacked of understanding school culture, they complained about the knowledge learning-oriented classroom culture and school system rather than physical activity(i.e. play) and this fact caused the difficulty in forming peer relation.
Therefore, peermentoring is applied to help them with the difficulty in adapting to school life.
First, 'reading' peermentoring for helping with 'subject adaptation' and 'physical activity' peermentoring for helping with ‘school life adaptation’ are devised depending on the area of school life adaptation. In particular, for 'reading' peermentoring, related books to the school textbooks and the books that may represent Korea's sociocultural backgrounds are selected. For 'physical activity' peermentoring, jump rope(individual) program by stage is used. Peermentoring consists of three stages: others-regulation stage, partial regulation stage, and self-regulation stage, and teacher, mentor, and mentee's major activities in each stage are changed to set necessary scaffolds for each stage. First, others-regulation stage is teacher-oriented and mentee's practical and potential developmental levels are identified through observation and counseling. Partial regulation stage is a stage that is converted from teacher-learner interaction to mentor-mentee interaction. If a teacher sets a task and sets group scaffold activities, mentor and mentee lead jointly in performing such activities. Finally, self-regulation stage is a mentor and mentee's personal interaction and also a internalization stage that mentor and mentee are involved in leading activities, respectively.
As a result of peermentoring for school life adaptation, the following effects can be obtained. Such an effect may differ a little depending on mentor and mentee's position, but effects can be discovered in both mentor and mentee.
First, between-culture sensitivity was improved. Mentor and mentee had interests in the other cultures in which they had lived and compared those cultures to realize both common grounds and differences. The cultural difference should be respected
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