Andragogical Critical Reflection on Graduate Education in South Korea
Keywords:
andragogy, critical reflective practice, internationalization of education, study abroadAbstract
What happens five years after study abroad? In the context of teacher education, what andragogical critical reflections may be identified? These inquiries are central in the discussion of this paper as the researcher attempts to present his narratives encompassing his experience as an international student in Korea and as an academic in the Philippines. Critical reflection as an approach used in this research involves in-depth and complex thoughts and relating these to improve professional practice. The experiences of the researcher become central to the learning settings as an anchor towards the enhancement of processes and practice. Four phases concerning critical reflection are involved in the discussion of the paper: describe, inform, confront, reconstruct. The describe phase in this paper encompasses the researcher's contrasting and opposite experiences as a former international student and current academic. For the inform phase, government policies and university mandates are outlined as responsible for shaping the entire reflective experience. For the confront phase, the researcher has identified tolerance as a characteristic to be the main driving force that could impact the implementation of lessons learned in South Korea. Lastly, the reconstruct phase has aligned six andragogical assumptions to the researcher's current practices about what has been learned during the study abroad experience.
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