News

For more information about Do-Yong Park's work, review his profile.

Do-Yong Park: Utilizing a global perspective to apply knowledge in the classroom and beyond

By Barbara Stamets

"Teaching teachers is a very important job. Through science, I certainly would like to bring an international perspective to my students, so that the next generation will flourish." — Dr. Do-Yong Park, associate professor, Curriculum and Instruction

(September 10, 2010) Do-Yong Park, associate professor of Science and Geosciences Education in Curriculum and Instruction, has a natural affinity for teaching his students about collaboration and scholarship on a global scale. Originally from South Korea, he came to the United States in 1994 to study at West Chester University of Pennsylvania. After receiving his M.Ed., he moved on to the University of Iowa, where he received his Ph.D. in Science Education in 2001. During his post-graduate studies, and through his work at Florida International University in Miami, he developed a vision of international scholarship and collaboration that extends far beyond the classroom. His Korean perspective has helped him to understand that education and learning in the United States is much more important than just having knowledge of a subject. "Teaching is a very complicated job … knowing is not enough in our society. Knowing how to use and apply what you learn in a classroom is more important than just 'knowing.' We need to teach [students] how to apply what they know. My teaching focuses on that aspect."

Do-Yong came to Illinois State University (ISU) in 2002, and was attracted to its many resources and opportunities for research and collaboration at all levels. "I love ISU. In terms of its long history of education, and also its second-to-none teacher preparation program, ISU provides me with full opportunities to work with teachers and students at all levels. ISU engenders collegiality, scholarship, and professionalism. ISU is a fabulous institution."

His research is not limited to the theoretical, however. He has successfully combined his research with real life applications in the classroom. "I prefer not to sit at a desk and do research. You actually see your theory develop and how it works in the classroom. That's the benefit that we as faculty members can take advantage of. It reflects my teaching method so I can provide better instruction and strategy to pre-service teachers."

Do-Yong's teaching focuses on preparing teacher candidates for science and math education in the classroom. In his classroom, his focus is on scientific literacy and inquiry, what he calls "the goal of science education." Teachers learn how to experience the scientific world so that they are eventually able to bring their insight into their own classrooms. It is Do-Yong's goal to give teachers the knowledge to apply their insight—this, he says, is the core that will prepare the next generation of students to flourish in a globalized world. He also feels strongly that "if you don't innovate yourself in what you're doing, you'll get behind."

This can be seen when comparing the American education system to those abroad. Other nations have more extensive degree requirements for teachers, and Do-Yong would like to see the standards raised in the United States as well. "If you travel internationally, you'll see how the world is changing. It's amazing. You feel like you have to do something. Illinois State pre-service teachers should realize this and pay close attention." Other nations require teachers to complete 5 year degree programs, which Do-Yong feels better prepares them to teach effectively. The teachers graduate with more knowledge, which he feels is a good predictor of student achievement scores. "The more knowledge a teacher has, the more likely it is that the teacher will teach better. We need to show accountability to education constituencies. They want to see their daughters and sons competitive internationally."

Do-Yong's passion for applying knowledge outside the classroom includes his involvement in the Busan Study Abroad Program at Busan National University of Education (BNUE) in Korea. Since 2006, he has served as director of the program, which is available to both Illinois State undergraduate and graduate students interested in gaining a well-rounded understanding of education in a cross-cultural environment. Do-Yong emphasized, "BNUE's study abroad program was rated as the best program among all the study abroad programs at ISU, as evaluated by the participants of the 2008 program. It provides a unique opportunity for future teachers to get a meaningful teaching job."

He also hosts a yearly professional development program funded by the Seoul Metropolitan Office of Education, for Korean secondary biology teachers and Korean gifted education teachers. The group spends one month at Illinois State University learning about science education, gaining field experience, and being immersed in American culture. In turn, Do-Yong evaluates how these teachers use what they learn from their experience here when they return to their classrooms in Korea. "The Korean teachers are very appreciative of our system in terms of practicality and application of knowledge. It brings a window into their classrooms and they re-shift their teaching in terms of methods and goals .... Culture shock is not always bad. It gives you a stimulus to shift your way of thinking .... The beauty of the professional development experience is to see how teaching works and how it doesn't work."

Do-Yong's research extends in many other areas as well. He has previously served three years as a panel reviewer for DRK-12 at NSF, and he currently evaluates research-based curriculum for the Biological Sciences Curriculum Studies (BSCS) program, funded by the National Science Foundation and the U.S. Department of Education. He has also received an International Faculty Travel Grant from the Illinois State University Office of International Studies and Programs, and a College of Education University Research Grant Fellowship. He has published numerous papers, and has worked with the Chicago Teacher Pipeline to develop professional development schools for Illinois State students. His extensive research combined with his teaching philosophy is enabling ISU teacher candidates to be better prepared to give their students the practical knowledge required to stay competitive in an increasingly global community. "We need to prepare this nation for the next century. Teaching science; teaching teachers, is a very important job. In my case, through science, I certainly would like to bring an international perspective to my students, so that their 'knowing' is effectively applied in their classrooms; so that the next generation will flourish."