The purpose of this study is to analyze the way of improving Korean secondary school teacher training system by comparing both the Korean and Japanese settings. For this study, the following subjects of study have been set up. First, the evolution of teacher training institutions in both countries a...
The purpose of this study is to analyze the way of improving Korean secondary school teacher training system by comparing both the Korean and Japanese settings. For this study, the following subjects of study have been set up. First, the evolution of teacher training institutions in both countries are investigated. Second, status of teachers' admission system and curriculum, certification system, the characteristics of the employment system in Japan are discussed, and compared with Korea's system. Third, teacher training institutions in both countries are compared through the similarities and differences, as suggestions are offered to seek improvement. In this study, comparison structure model of Hilker was partially adopted. With this, the zone has to be set up and then, the teacher training system of two countries, Korea and Japan is organized in detailed, respectively. After completing the analysis of both countries, analyzed materials are divided by an area set and compared in parallel. Similarities and differences between the two countries are revealed and at the same time, implications were drawn through comparison of the two countries. Results of this study are as below. The identity of teacher of two nations is guaranteed, in compliance with the law. A big difference from the side of right and duty was identified, but was not visible. However, Korean teacher is guaranteed by the government employee with constitution and law, while the local public service worker is provided with the case of local public service worker law of Japanese public school teacher. The teacher preparation in both nations opens, a point of sameness when it comes to the entrance at the time of the teacher training agency. Also, Korea has the College Scholastic Ability Test while Japan administers the National University Entrance Examination which is a college entrance examination. But unlike Japan, South Korea has the central university entrance exams for each faculty in addition to tests carried out independently by two stages of selection. Difference from education course is that; Korea is singly operated to acquire the middle and high school teaching credential and 1, 2 level teacher qualification certificate without the curriculum organized respectively, while Japan operates the curriculum separately about curricula and the whole; junior high school teacher and high school teacher. The difference from qualification system of Korea and Japan is seen in terms of validity of teacher qualification. The appointment systems of the both nations all employ teacher through the examinations, while Korea selects and employs the teachers whenever the cities and provinces have the need, through the teacher appointment notice issued by the government. Japan selects and employs teachers through the public school employment sentencing test which is executed from the local government. Proposals of this study are as below. First, like secondary school teachers of Japan, Korea also needs to reorganize insufficient parts in welfare policy, and necessary law revision should be taken to improve teachers' professionalism and to concentrate on education and pedagogy research without being bounded by various situation such as education system and politics. Second, when selecting teacher preparation from the teacher training agency, the selection which applies an evaluation conformity and the method are of high importance. Third, the Primary․Secondary Teacher Certification System in the limit of the integration and teaching qualifications are required. Fourth, the quality control of the nation is necessary regarding the teacher qualification presentation. Fifth, to select the professional teacher in teacher appointment system, it needs to have versatile changes through the various selection methods.
The purpose of this study is to analyze the way of improving Korean secondary school teacher training system by comparing both the Korean and Japanese settings. For this study, the following subjects of study have been set up. First, the evolution of teacher training institutions in both countries are investigated. Second, status of teachers' admission system and curriculum, certification system, the characteristics of the employment system in Japan are discussed, and compared with Korea's system. Third, teacher training institutions in both countries are compared through the similarities and differences, as suggestions are offered to seek improvement. In this study, comparison structure model of Hilker was partially adopted. With this, the zone has to be set up and then, the teacher training system of two countries, Korea and Japan is organized in detailed, respectively. After completing the analysis of both countries, analyzed materials are divided by an area set and compared in parallel. Similarities and differences between the two countries are revealed and at the same time, implications were drawn through comparison of the two countries. Results of this study are as below. The identity of teacher of two nations is guaranteed, in compliance with the law. A big difference from the side of right and duty was identified, but was not visible. However, Korean teacher is guaranteed by the government employee with constitution and law, while the local public service worker is provided with the case of local public service worker law of Japanese public school teacher. The teacher preparation in both nations opens, a point of sameness when it comes to the entrance at the time of the teacher training agency. Also, Korea has the College Scholastic Ability Test while Japan administers the National University Entrance Examination which is a college entrance examination. But unlike Japan, South Korea has the central university entrance exams for each faculty in addition to tests carried out independently by two stages of selection. Difference from education course is that; Korea is singly operated to acquire the middle and high school teaching credential and 1, 2 level teacher qualification certificate without the curriculum organized respectively, while Japan operates the curriculum separately about curricula and the whole; junior high school teacher and high school teacher. The difference from qualification system of Korea and Japan is seen in terms of validity of teacher qualification. The appointment systems of the both nations all employ teacher through the examinations, while Korea selects and employs the teachers whenever the cities and provinces have the need, through the teacher appointment notice issued by the government. Japan selects and employs teachers through the public school employment sentencing test which is executed from the local government. Proposals of this study are as below. First, like secondary school teachers of Japan, Korea also needs to reorganize insufficient parts in welfare policy, and necessary law revision should be taken to improve teachers' professionalism and to concentrate on education and pedagogy research without being bounded by various situation such as education system and politics. Second, when selecting teacher preparation from the teacher training agency, the selection which applies an evaluation conformity and the method are of high importance. Third, the Primary․Secondary Teacher Certification System in the limit of the integration and teaching qualifications are required. Fourth, the quality control of the nation is necessary regarding the teacher qualification presentation. Fifth, to select the professional teacher in teacher appointment system, it needs to have versatile changes through the various selection methods.
주제어
#secondary school teacher training system
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