Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5368
Title: How Teacher Policy Shaped Teacher Education in Korea: A Comparison with Australia for Selected Issues
Contributor(s): Auh, Myung-Sook  (author)orcid ; Pegg, John E  (author)
Publication Date: 2010
Handle Link: https://hdl.handle.net/1959.11/5368
Abstract: The aims of this paper are (1) to describe the recent reform in teacher policy in South Korea, and (2) to discuss selected issues in teacher policy and teacher education comparing South Korea and Australia. In the 1990s the South Korean government initiated a comprehensive educational reform, which aimed at improving lowered teacher morale and enhancing teacher professionalism. Several large-scale initiatives were undertaken including addressing teacher salaries, providing enhanced opportunities for teachers to undertake higher degrees, 'developing new pathways for experienced teachers to remain in the classroom rather than follow administrative careers such as principals, and the employment of assistant teachers to reduce teachers' workloads. In Australia, the approach to educational change has been less dramatic. Australia has very different educational contexts from Korea, thus employs different approaches to issues in teacher education. To tackle the issue of incoherence in educational policy among state sand territories, the Australian government announced the Adelaide Declaration on National Goals for Schooling in the Twenty-First Century (1999), and developed the National Framework for Professional Standards for Teaching (2003). The Professional Standards provide a systematic approach for assessing teacher qualities, which South Korea does not have yet. Selected issues are discussed comparing the two countries: accreditation of teacher education institutions, teaching qualifications, teacher shortage and teacher oversupply, in-service professional development, and teacher retention. From the discussion, it is clear that there are common factors for attracting and retaining teachers for both countries, which are teacher salary, teachers' social status, teacher workload, teacher welfare, and job security/opportunity.
Publication Type: Book Chapter
Source of Publication: International Research in Teacher Education: Current Perspectives, p. 65-82
Publisher: Kardoorair Press
Place of Publication: Armidale, Australia
ISBN: 9780908244805
0908244800
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130103 Higher Education
130302 Comparative and Cross-Cultural Education
Socio-Economic Outcome Codes: 930501 Education and Training Systems Policies and Development
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://www.kardoorair.com.au/Latest_titles.html
http://trove.nla.gov.au/work/36374901
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Appears in Collections:Book Chapter
School of Education
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)

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