Rae Young Kim, Ph.D.
Visiting Scholar
School of Education
Email: raeyounk@uci.edu
phone: (949) 824-5118
office: 3000A Education
Visiting Scholar
School of Education
Email: raeyounk@uci.edu
phone: (949) 824-5118
office: 3000A Education
Biography
As an Associate Professor in the Department of Mathematics Education at Ewha Womans University, Seoul, Korea, I have recently served as chair of the department (2015-2017). I had been actively involved with International Congress on Mathematical Education (ICME-12) and International Congress of Women Mathematicians 2014 (ICWM 2014) as a local organizer. I received "Excellence in Teaching" awards in 2012, 2014, and 2016 and the Fulbright Mid-Career Research Award in 2017. I earned my Ph.D. from Michigan State University with specialized in mathematics education. Before entering higher education, I taught mathematics in middle schools for seven years.
My academic interests include curriculum design and development, teacher learning and teacher education, international comparative study, and assessments for K-12 students in school settings. I have been engaged in several research projects related to pre-service and in-service teacher knowledge and learning, comprehensive teacher preparation programs for highly qualified teachers, curriculum design and assessment for K-12 school mathematics, and textbooks and teachers’ resources for the future classrooms in collaboration with literacy, science, technology, and design experts. My recent research centers on development of interdisciplinary curriculum and assessment with multimodal approach and ABCD (autonomy, bridgeability, contextuality, and diversity)-based Yungbokhap teacher education.
During the stay at University of California, Irvine (UCI), I plan to work on investigating (1) how U.S. teacher preparation programs are responsive to social changes and students’ needs preparing for the future and (2) how visual representations are used and interpreted in textbooks and teaching practice in the U.S. The first endeavor I plan will be conducted in collaboration with Dr. Kang by examining what types of competence novice teachers are expected to have and how their competence and identity are developed throughout the program. The second one I plan will be implemented by analyzing U.S. mathematics textbooks, classroom discourse, and teacher interviews if possible. Any publications resulting from my visit would fully and gratefully acknowledge my period as a visiting scholar at UCI.
UCI is well known for its outstanding teacher preparation programs and prominent faculty. I expect that my research activities on teacher education and interdisciplinary curriculum and assessment will be mutually beneficial to both myself and the faculty at the School of Education at UCI. They can help us move “beyond the familiar . . . to see how easily we fall into the trap of thinking only in locally bounded ways that restrict the development of our theories and the reform of our practices” (Blömeke & Paine, 2008). The faculty at UCI and I can learn from each other by finding some shared similarities and differences between the U.S. and Korea as well as sharing academic interests and concerns to improve teacher education.
As an Associate Professor in the Department of Mathematics Education at Ewha Womans University, Seoul, Korea, I have recently served as chair of the department (2015-2017). I had been actively involved with International Congress on Mathematical Education (ICME-12) and International Congress of Women Mathematicians 2014 (ICWM 2014) as a local organizer. I received "Excellence in Teaching" awards in 2012, 2014, and 2016 and the Fulbright Mid-Career Research Award in 2017. I earned my Ph.D. from Michigan State University with specialized in mathematics education. Before entering higher education, I taught mathematics in middle schools for seven years.
My academic interests include curriculum design and development, teacher learning and teacher education, international comparative study, and assessments for K-12 students in school settings. I have been engaged in several research projects related to pre-service and in-service teacher knowledge and learning, comprehensive teacher preparation programs for highly qualified teachers, curriculum design and assessment for K-12 school mathematics, and textbooks and teachers’ resources for the future classrooms in collaboration with literacy, science, technology, and design experts. My recent research centers on development of interdisciplinary curriculum and assessment with multimodal approach and ABCD (autonomy, bridgeability, contextuality, and diversity)-based Yungbokhap teacher education.
During the stay at University of California, Irvine (UCI), I plan to work on investigating (1) how U.S. teacher preparation programs are responsive to social changes and students’ needs preparing for the future and (2) how visual representations are used and interpreted in textbooks and teaching practice in the U.S. The first endeavor I plan will be conducted in collaboration with Dr. Kang by examining what types of competence novice teachers are expected to have and how their competence and identity are developed throughout the program. The second one I plan will be implemented by analyzing U.S. mathematics textbooks, classroom discourse, and teacher interviews if possible. Any publications resulting from my visit would fully and gratefully acknowledge my period as a visiting scholar at UCI.
UCI is well known for its outstanding teacher preparation programs and prominent faculty. I expect that my research activities on teacher education and interdisciplinary curriculum and assessment will be mutually beneficial to both myself and the faculty at the School of Education at UCI. They can help us move “beyond the familiar . . . to see how easily we fall into the trap of thinking only in locally bounded ways that restrict the development of our theories and the reform of our practices” (Blömeke & Paine, 2008). The faculty at UCI and I can learn from each other by finding some shared similarities and differences between the U.S. and Korea as well as sharing academic interests and concerns to improve teacher education.
