Hosun Kang is a postdoctoral research associate for the Teachers Learning Trajectories grant in the UW College of Education. She is interested in helping science teachers to develop rigorous and equitable pedagogy and in supporting all students to learn science meaningfully. She is particularly interested in how beginning teachers develop their classroom practices as they learn from their students. In addition, she has been investigating underserved students’ science related experiences in and out of school settings, and how it shapes their identity trajectories in science over last two years with holding her equity concern.
As a postdoctoral researcher, she is currently investigating two big questions: (a) What are the roles of the tools and other supports provided for teacher candidates by UW secondary science teacher preparation program in shaping their classroom practices in their 1st year of teaching? (b) How does the quality of beginning teachers’ teaching practices mediate students’ engagement in science?
Hosun got her BA in a science education (specializing in biology) at the Seoul National University in South Korea. She taught middle and high school science for six years, and finished her Master’s degree in science education at the same university in 2003. She moved to East Lansing in Michigan to pursue her doctoral degree in 2006. During her time at Michigan State University, Hosun worked as a research assistant in several projects. She also taught secondary science methods courses for three years, and supervised secondary science teacher candidates’ field experiences. She finished her Ph.D. in curriculum, instruction, and policy (specializing in science education) at the Michigan State University in summer 2011, and moved to Seattle to join the research group at the UW.