The purpose of this study was to examine how native English-speaking teachers from Western countries adapt to teaching Korean kindergarten students within South Korea while adapting to both teaching and working within South Korea. To collect data for the study, eight native English-speaking teachers were interviewed about their training and teaching experiences in South Korea. Results show that many native English-speaking teachers desire better communication from their supervisors during new teacher training programs. The participants especially wanted to have a clearer understanding of their supervisor’s expectations for them. In the interviews, many of the native English-speaking teachers expressed a wish for additional training and feedback as their time progressed so that their teaching had the potential to further develop. I conclude that more effective training programs and clearer communication are needed to improve the initial experiences of new native English-speaking teachers working abroad in South Korea. Further research is suggested.
","abstract_html":"<p>The purpose of this study was to examine how native English-speaking teachers from Western countries adapt to teaching Korean kindergarten students within South Korea while adapting to both teaching and working within South Korea. To collect data for the study, eight native English-speaking teachers were interviewed about their training and teaching experiences in South Korea. Results show that many native English-speaking teachers desire better communication from their supervisors during new teacher training programs. The participants especially wanted to have a clearer understanding of their supervisor’s expectations for them. In the interviews, many of the native English-speaking teachers expressed a wish for additional training and feedback as their time progressed so that their teaching had the potential to further develop. I conclude that more effective training programs and clearer communication are needed to improve the initial experiences of new native English-speaking teachers working abroad in South Korea. Further research is suggested.</p>","abstract_has_math":false,"creators":["Christensen, Elizabeth"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Thesis","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:42:50Z","subjects":["Bilingual, Multilingual, and Multicultural Education","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/thes/107","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Christensen, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-09-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual, Multilingual, and Multicultural Education","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/thes/107"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine how native English-speaking teachers from Western countries adapt to teaching Korean kindergarten students within South Korea while adapting to both teaching and working within South Korea. To collect data for the study, eight native English-speaking teachers were interviewed about their training and teaching experiences in South Korea. Results show that many native English-speaking teachers desire better communication from their supervisors during new teacher training programs. The participants especially wanted to have a clearer understanding of their supervisor’s expectations for them. In the interviews, many of the native English-speaking teachers expressed a wish for additional training and feedback as their time progressed so that their teaching had the potential to further develop. I conclude that more effective training programs and clearer communication are needed to improve the initial experiences of new native English-speaking teachers working abroad in South Korea. Further research is suggested.
"]},{"key":"dc:title","label":"Title","values":["On the Job Teacher Training for Native English-Speaking Teachers in South Korean Intensive English Kindergartens"]}]}],"canonical_facts":{"dc:creator":["Christensen, Elizabeth"],"dc:date.available":["2014-09-16T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine how native English-speaking teachers from Western countries adapt to teaching Korean kindergarten students within South Korea while adapting to both teaching and working within South Korea. To collect data for the study, eight native English-speaking teachers were interviewed about their training and teaching experiences in South Korea. Results show that many native English-speaking teachers desire better communication from their supervisors during new teacher training programs. The participants especially wanted to have a clearer understanding of their supervisor’s expectations for them. In the interviews, many of the native English-speaking teachers expressed a wish for additional training and feedback as their time progressed so that their teaching had the potential to further develop. I conclude that more effective training programs and clearer communication are needed to improve the initial experiences of new native English-speaking teachers working abroad in South Korea. Further research is suggested.
"],"dc:identifier":["https://repository.usfca.edu/thes/107"],"dc:subject":["Bilingual, Multilingual, and Multicultural Education","Education"],"dc:title":["On the Job Teacher Training for Native English-Speaking Teachers in South Korean Intensive English Kindergartens"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:42:50Z"}