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Jongsung KIM
金 鍾成

Education Profession Unit (Teacher Educator Cluster), Assistant Professor
What kinds of competencies and skills are required of the children who are facing the (post-) global era? How can we, as researchers and educators, help our students to acquire them? These questions are the main motivators of my professional activities; I believe they are connected to the spirit of EVRI, which investigates, in various forms, educational visions. As an EVRI member, I focus the concepts of “citizens” and “nation” and aim to help children to develop their awareness about “others” beyond their own national borders.

Moreover, I envision my research to go beyond the theoretical level. I actively seek various research methods and share them with classroom teachers to bridge the gap between theory and practice. I am especially interested in two research methods; one is design-based research that allows collaboration between researchers and practitioners and creates “living” knowledge, and the other is action research that regards teachers as researchers and provides them a framework to “research” and “improve” their practices.

研究業績Research Results

<PUBLICATIONS>

Refereed Journal Articles:

Kim, J., & Hirotane, Y. (2018). The significance and possibility of collaboration between social studies education and history: A self-study of improving a lesson by two graduate students. The Bulletin of Japanese Curriculum Research and Development, 40(4), 13-24. (in Japanese)

Kim, J., & Kawahara., R. (2018). Research on teacher’s role in “Living Environment Study” lesson design and its practice: A case study of a teacher’s gatekeeping on the unit “Village Explore.” Curriculum studies on elementary education, 6, 41-50. (in Japanese)

Han, H., Park, S., Kim, J., Jeong, C., Kunii, Y., & Kim, S. (2018). A quantitative analysis of moral exemplars presented in moral education textbooks in Korea and Japan. Asia Pacific Journal of Education, 38, 62-77. (in English)

★Kim, J. (2017). Teaching history of Japan-Korea relations based on “Authentic Communication” between the self and others: A case for “Making a Better History Textbook as relates to the Sino-Japanese War and Russo-Japanese War” by Japanese and Korean students. The Journal of Social Studies, 130, 1-12. (in Japanese)

★Kim, J. (2017). Global citizenship education that starts from students’ everyday lives: Re-evaluation “Living Environment Study” based on the perspective of global citizenship education. Global Studies Education, 9(2), 115-138. (in Japanese)

★Kim, J., Cha, B., & Cho, H. (2017). Searching for the meaning of a lesson study community in social studies education: Focus on the methodology of the “Lesson Map,” Research in Social Studies Education, 24(1), 31-43. (in Korean)

★Kim, J. (2016). The challenge for “Communication-Based” international education: A case for “Making a Better Textbook” with South Korean and Japanese students as the main agents. Journal of Educational Research on Social Studies, 84, 49-60. (in Japanese)

★Kim, J., Watanebe T., Osaka, Y., Ogawa, S., & Kusahara, K. (2015). How can social studies teachers reflect on their lessons based on visualization?: The methodology of “Lesson Map”. The Journal of Social Studies Lesson Study, 3(2), 23-42. (in Korean)

Kim, J. (2015). Research on the impact of the expanding communities approach in South Korea: Focused on elementary social studies curriculum. The Journal of Social Studies Education, 4, 67-86. (in English)

Osaka, Y., Watanabe, T., Kim, J., & Kusahara, K. (2015). How and when can pre-service teachers develop their lesson planning skills in social studies? Theory and Research for Developing Learning Systems, 1, 33-48. (in Japanese and in English)

★Kim, J., & Okada, R. (2015). The implication and possibilities of globalizing human rights education: Through analyzing the project “Foreigner” at Fuji elementary school. Global Studies Education, 7(2), 81-101. (in Japanese)

★Kim, J. (2012). Developing a unit to find “Global” in “Our region”: A case of Okubo Korean town. Global Studies Education, 4(1), 101-116. (in Japanese)

Non-refereed Journal Articles:

Kusahara, K., Kim, J., Kawahara, K., Tatara, Y., Kodama, T., Shigematsu, F., Yamamoto, R., & Yoshikawa, T. (2018). The principal of inquiry-based social studies curriculum for developing children’s competency and its example units: A case of “The College, Career, and Civic Life (C3) Framework” by NCSS. Hiroshima Journal of School Education, 24, 157-166. (in Japanese)

Kusahara, K., Osaka, Y., Kim, J., Inagaki, K., Okada, Y., Kawahara, K., Saito, H., Sako, Y., Takeuchi, K., Tuji, Y., Moriya, F., Yamada, K., & Yamaguchi, Y. (2017). Development and evaluation of the programs supporting for social studies class improvement: Structure of the online and handbook programs applied to pre-in-service teachers. Hiroshima Journal of School Education, 23, 93-102. (in Japanese)

Kim, J. (2015). Research on the impact of professional graduate school of education in South Korea: A case of elementary social studies education major at Seoul National University of Education. Bulletin of the Graduate School of Education, Hiroshima University, Part II (Arts and Science Education, 65, 63-71. (in Japanese)

Book Chapters:

★Kim, J., & Kusahara, K. (in press). What is the lasting impact of the use of nuclear weapons during WWII in Japan? In a B. M. Maguth, & G. Wu. (Eds.) Global learning based on the C3 Framework in the K-12 social studies classroom. National Council of Social Studies. (in English)

Kim, J. (2017). Regional education power of Kodomokai (Children’s association). In The Society of Korea and Japan Education (Ed.), Regional education power in Japan: Comprehensive and practice (209-222). Seoul, Hakjisa. (in Korean)

研究テーマ・研究関心Research Concern

Education for mutual/international understanding
Research methodologies
Social studies Education
Education for controversial issues
Curriculum