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Relevant bibliographies by topics / Contract teachers (South Korea)

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Academic literature on the topic 'Contract teachers (South Korea)'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2024

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Journal articles on the topic "Contract teachers (South Korea)"

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Dos Santos, Luis Miguel. "Satisfaction, professional development, and professionalism of overseas South African teachers: The application of social cognitive career theory." South African Journal of Education 43, no. 1 (February 28, 2023): 1–10. http://dx.doi.org/10.15700/saje.v43n1a2155.

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For almost 2 decades South Korea has been 1 of the popular destinations for English teaching. Due to the development of globalisation, a great number of qualified and experienced South African teachers decided to invest their career development and personal goals in 1 of the schools in South Korea. However, due to the social and cultural differences, many teachers decided to leave their position within the first few years of their contract. The frequent departure of teachers may negatively influence the students’ achievement and the reputation of the school. The purpose of this study was to understand why South African teachers decided to stay in the same school for more than 10 successive years in South Korea. With the application of the phenomenological analysis, 37 participants were invited. Based on the Social Cognitive Career Theory, the results indicate that both the workplace and the social environment were positive for both career and personal development and growth. Government departments, policymakers, school leaders, non-profit organisational leaders, human resource planners, and researchers should regard the findings from this study as support to reform and improve their current regulations and plans for teachers’ professional development and teachers’ recruitment, particularly regarding school teachers’ recruitment and foreign teachers’ plans.

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Hong, Seungyoun. "A Comparative Study of Student Selection Systems in Korean and American Teacher Training Universities Focusing on Music Teachers." International Journal of Membrane Science and Technology 10, no. 3 (August 25, 2023): 1491–506. http://dx.doi.org/10.15379/ijmst.v10i3.1732.

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This study aims to enhance the system for nurturing elementary school music teachers in South Korea through a comparative analysis with the United States, focusing on the student selection methods and curricular approaches in teacher training universities. By examining the differences between the two countries, particularly in relation to the admission process and the content of music education programs, this research seeks to identify potential areas for improvement in South Korea's teacher preparation system. The findings reveal significant differences between the two countries in their approach to selecting pre-music teachers. All 10 universities of education in Korea do not require applicants to demonstrate prior musical knowledge or proficiency in playing musical instruments for admission into the music education department. In contrast, the music education departments of the 10 universities in the United States mandate auditions, indicating a higher level of preparedness expected from applicants. It shows that minimum preparation to become a music teacher, handling musical instruments, basic musical knowledge has a great impact on teaching music and the teachers’ own efficacy.

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Ozberk, Ozge, and Gulsun Atanur Baskan. "Teacher evaluation and conferment systems in South Korea and the Turkish Republic of Northern Cyprus." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 91. http://dx.doi.org/10.18844/ijlt.v10i1.3149.

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The purpose of this study is to compare and contrast the teacher evaluation systems in South Korea and the Turkish Republic of Northern Cyprus, and to make suggestions for future research and practical implications of the findings. In the data collection process, the qualitative research method document analysis was used. Dissertations, scientific articles, laws, regulations and websites were searched to collect the data. The teacher evaluation systems in both the countries and the purposes of the current implementation and the evaluation procedures were compared. Suggestions were made to the researchers and the Ministry of Education and Culture in the TRNC. Keywords: Teachers’ conferment, teacher appraisal for performance, South Korea, performance-based incentive.

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Bak, Hyejin, and Soon-Yong Pak. "A Qualitative Comparative Study on How Multiculturalism Is Embraced in Primary School Settings in New Zealand and Korea through Teachers’ Experiences." Korean Comparative Education Society 33, no. 5 (November 30, 2023): 81–115. http://dx.doi.org/10.20306/kces.2023.33.5.81.

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New Zealand (NZ) and South Korea (Korea) have undergone different historical trajectories in the courses of nation building, which are reflected in their education goals. NZ has focused on incorporating Māori and Pasifika elements within largely European based curriculum to allow for a harmonious national identity that underscores diversity as a strength. Meanwhile, Korea has only in the last few decades put concrete efforts to shed the monoethnic cultural ideology in the schools. This qualitative study looks into how multiculturalism is perceived and acted upon by teachers in NZ and Korea respectively. The results suggest that there are marked differences on how the concept of multiculturalism is embodied in everyday teaching situations. In the NZ case, the concept was a natural extension of cultural processes, allowing the teacher to exercise autonomy in designing and carrying out relevant activities. Therefore, ‘multiculturalism’ was not an operational key term used as a daily vernacular. In contrast, teachers in Korea tended to rely on formulaic methods to incorporate multiculturalism in their pedagogical practices, which largely stems from top-down, state-led policies.

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Jang, Jinsil. "Emerging Multilingual Children’s School Language Socialization: A Three-Year Longitudinal Case Study of a Korean Middle School." Languages 9, no. 3 (March 18, 2024): 104. http://dx.doi.org/10.3390/languages9030104.

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This qualitative case study reports the impact of schooling on migrant children’s language socialization, particularly focusing on the role of language ideologies and practices within Korean schools. Despite an increasing population of migrant multilingual children in Korean schools, the education system predominantly follows a monolingual orientation with Korean as the primary medium of instruction. The research aims to address this gap by investigating the influence of Korean teachers’ and emergent multilingual youths’ language ideologies on bi- and multilingual language education. Additionally, this study explores how emerging multilingual children comply with or exhibit ambivalence/resistance toward instructed practices. Data were collected over three years from a regional middle school in South Korea and inductively analyzed using constant comparative methods. The findings underscore the significance of creating a multilingual space in classrooms where teachers value diverse linguistic and other semiotic resources, fostering more active engagement and negotiation of meaning among multilingual students. In contrast, monolingual-oriented classrooms result in the students’ passive behavior and hinder socialization into the Korean school environment. This study advocates for a more inclusive learning environment that recognizes and embraces multilingual values, facilitating meaningful language practices among emerging multilingual youth.

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Bancong, Hartono, Sukmawati Sukmawati, Nursalam Nursalam, and Danilo Jr Tadeo. "Nature of Science: A Comparative Analysis of the High School Physics Textbooks in Indonesia and Korea." International Journal of Learning, Teaching and Educational Research 22, no. 10 (October 30, 2023): 113–29. http://dx.doi.org/10.26803/ijlter.22.10.7.

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Over the past two decades, the goal of supporting students and teachers in developing views on the Nature of Science (NoS) has been increasingly central to the vision and discourse goals for global physics education reform. Understanding the Nos is a critical and essential component of scientific literacy. The main objective of this study is to present a comprehensive picture of the NoS in physics textbooks in Indonesia and South Korea. This research is a descriptive study, and the data source consisted of 10 high school physics textbooks (five textbooks from each country). The textbooks were chosen based on the results of a Google Forms survey about the most common use of physics textbooks in schools. The results show that the total number of NoS elements presented in Indonesian physics textbooks is 71, of which 47 are on the cognitive-epistemic aspect, and 24 relate to the social-institutional aspect. In contrast, the number of NoS items presented in Korean physics textbooks is 84, with 54 on the cognitive-epistemic aspect and 30 on the social-institutional aspect. This study also revealed that 59% of the NoS in Indonesian physics textbooks were located in the main text, 35% were found in secondary texts, while 6% were presented in both. Similarly, 48% of NoS items in Korean physics textbooks were located in the main text, 44% in secondary texts, and 8% were presented together. Therefore, this study concludes that Korean high school physics textbooks contain more NoS than Indonesian high school physics textbooks.

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Santoso, Rio. "Analisis Stretagi Pekerja Migran Indonesia dalam Menyikapi Kontrak Kerja." Jurnal Ekonomi dan Bisnis 3, no. 1 (May 30, 2024): 20–30. http://dx.doi.org/10.57151/jeko.v3i1.353.

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Indonesian Migrant Workers (PMI) Government to Government (G to G) process are faced with various challenges who work in South Korea through the South Korean, especially those related to work contract standards. PMI who are placed in workplaces in the manufacturing sector for E-9 visas and fishing for E-10 visas with a maximum work contract period of 4 years and 10 months during the first work contract period. PMI's standard work contract in South Korea through the Government to Government (G to G) program contains the rights and obligations of workers and employers. This research aims to provide an understanding of PMI's strategy in responding to employment contracts in South Korea. The subjects of this research were 48 Indonesian Migrant Workers in South Korea who had just worked in South Korea or who had worked by re-entry (entering work back into South Korea on a second contract). The type of data used is quantitative data, primary data collected through questionnaires with PMI who are working in South Korea, secondary data obtained through relevant literature studies. The data analysis technique uses qualitative descriptive analysis. The research results show that: 1) effective communication with other people, migrant workers need to have good interpersonal communication skills, both with colleagues and superiors, 2) the importance of migrant workers having knowledge about their rights, work regulations, working conditions in Korea South, 3) migrant workers need knowledge and skills to recognize and deal with discrimination by adapting according to local culture and work environment, 4) skills can include language, technical and social skills to improve job opportunities even better.

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AHN, HYEJEONG. "Teachers' attitudes towards Korean English in South Korea." World Englishes 33, no. 2 (May 2, 2014): 195–222. http://dx.doi.org/10.1111/weng.12081.

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Lee, Young-Eun. "Navigating Racial Hierarchy Among TESOL Teachers in South Korea." K Association of Education Research 6, no. 2 (August 31, 2021): 65–86. http://dx.doi.org/10.48033/jss.6.2.5.

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Seo, Hae-Ae, and Pierre Clément. "Teachers’ Views on Evolution: Religion Matters in South Korea." Procedia - Social and Behavioral Sciences 167 (January 2015): 96–102. http://dx.doi.org/10.1016/j.sbspro.2014.12.649.

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Dissertations / Theses on the topic "Contract teachers (South Korea)"

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Kook, Joong-Kak. "Secondary teachers' opinions toward computer literacy : a case study of Korea." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63276.

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Van, Schalkwyk Gregory Peter. "Context preferences of teachers in South Africa and South Korea for mathematics in schools." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7331_1255615933.

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The study was located within the project : Relevance of school mathematics Education (ROSME) of the Department of Dicactics at the University of the Western Cape. The research was undertaken in the belief that mathematics enables creative and logical reasoning about contextualised problems in the realm of the physical and social world as well as in the discipline mathematics itself. This research attempted to investigate the contextual issues that teachers have to deal with in mathematics education.

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Song, Minjeong. "Beginning teachers' identity and agency : a case study of L2 English teachers in South Korea." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:920f7cf5-c02f-4205-90a7-bca08c7095cb.

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Beginning teachers' first years of professional teaching have been extensively researched as a transformative time with a focus on their coping with praxis shock. Whilst the subtext of the literature often positions entrant teachers as in need of support and guidance at large, little research has concerned their agency at work, that is, how they create and recreate their opportunities for learning and development. The present study follows four beginning L2 English teachers' first year of teaching in two public high schools in South Korea and aims to understand how they navigate, make sense of, and act in and on the materialised worlds of teaching. To be specific, the study explores the thesis that beginning teachers' progression from university to work brings about their experiencing of consequential transition (Beach, 1999), that is, reshaping of identity, knowledge and skills. Drawing on Holland, Lachicotte, Skinner and Cain (1998), the study posits one's identity as objectified self-images which organise the person's actions in and on practices, hence a tool of agency, and applies the concept of identity as an analytic tool to examine the dialectic of person and practices. Also, Hedegaard's (2012) model, especially the notions of a social situation of development and an activity setting, is utilised to further delineate the dynamics entailed in beginning teachers' emergent identity and practices. The participants were interviewed prior to and at multiple time points throughout the school year 2013. Classroom observation was used to capture their emergent identity and practices and informed the interviews. The findings revealed some embedded contradictions which fuelled the beginning teachers' ambivalence towards how to objectify themselves as professionals. Their access to the world of teaching was granted based on the cultural logic that to be a teacher is to be proficient in subject matter, whilst their knowledge of pedagogy was almost ignored. In the classroom, however, their linguistic competence, that is, the core of their identity, was almost dismissed as irrelevant, since the virtue of subject teaching was gauged by its utility for test performance and achievement. Such a forceful motive of teaching to the test meant that the novice teachers all had to acquire the new identity of an exam coach. They also had to cope with other institutional demands, for which they had no prior formal training and structured guidance or support on site. They thus had to become self-reliant to improvise the kind of school identity expected of them. Especially, homeroom care duties were experienced as a make-or-break challenge for the new teachers. The findings point to suggestions for how to assist beginning teachers' transition to professional teaching in the South Korean context. First, the nation's initial teacher education (ITE) should expand how teaching and learning to teach are conceptualised in order to enhance the relevance of beginning teachers' initial identity to what happens in school practices. Second, ITE should incorporate more practice-oriented pedagogy to assist student teachers' development of true concepts for resilient initial identity. Finally, schools should promote teachers to engage with relational work (Edwards, 2010a) so that schools could create a culture in which inquiry and collaboration are nurtured for sustained professional dialogue and interaction, where new teachers also are invited and supported to question and clarify what matters in practices and pave their ways to become resilient professionals.

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Ark, Amanda K. "EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.

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Lee, Eunjoo. "The effect of an in-service workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958771.

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The purpose of this study was to examine the effect of an inservice workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction for students with mental retardation. Thirty South Korean educator participants from EMI, TMI, SMI, and SXI focused on classrooms were asked to respond to a questionnaire containing items that demographics, importance of community based instruction, necessity of community based activities for their students' adult lives, required instructional time for community based activities, satisfaction with their current instructional time for community based activities, and potential barriers to community based instruction. For the treatment procedure, an extensive in-service workshop on community based instruction was given to all educator participants. Results indicated that in general, educator participants expressed overall positive attitudes toward community based instruction and showed strong support for the necessity of community based activities in their students' adult lives. Interestingly, all of the 13 community based activities provided in this questionnaire received at least one rating of "never would be needed" in the adult lives for students with mental retardation. In general, these educator participants appeared to be dissatisfied with the current amount of instructional time allocated for community based activities. In addition, these educator participants perceived limited staff, transportation, scheduling, cost, and administrator reluctance factors as the major potential barriers to community based instruction. Further, differential responses between EMI educator participants and TMI, SMI, and SXI educator participants were noted for the questionnaire items related to necessity of community based activities, and satisfaction with the total amount of instructional time in community based activities. EMI educator participants indicated community based activities were more necessary and more satisfied with current amount of, time allocated in community based instruction than TMI, SMI, and SXI educators. Implication concerning the future prospects for community based instruction in South Korea for students with mental retardation were also presented.
Department of Special Education

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Myung, HyoJung. "Kindergarten teachers' perspectives about literacy education : a comparison between South Korea and the United States /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000528/02/1977FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Kenneth J. Weiss. "... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Education." Includes bibliographical references (leaves 52-57). Also available via the World Wide Web.

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Park, Guen K. "A Study of Korean Kindergarten Teachers' Concerns." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277702/.

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The problem of this study was to identify some concerns of Korean kindergarten teachers at different points in their careers, based on the conceptual framework of Katz's (1972, 1977, 1985) theory of preschool teacher development. This study also described the variations in these concerns on the basis of some teacher characteristics including teaching experience, certification, educational background, inservice training, and teaching assignment. The subjects for this study were 174 volunteers who were Korean kindergarten teachers in Seoul, Korea. The concerns of the teachers were expressed through the Kindergarten Teacher Concerns Questionnaire, consisting of two parts: (a) background information, and (b) the Kindergarten Teacher Concern Rating Scale (KTCRS), consisting of a list of 54 items developed by Tsai (1990), reflecting the four areas of concerns—Survival, Consolidation, Renewal, and Maturity—formulated by Katz. A Likert type 5-point scale indicating the degree of concerns was used in the questionnaire as the scoring system. The following conclusions were drawn from this study: 1. The concerns of the Korean kindergarten teachers were developmental in nature in terms of preoccupation with a specific area of concerns at different points in the teachers' careers. This result tended to follow a sequence of stages as posited by Katz (1972, 1977, 1985). 2. The sample characteristics of this study strengthened the belief that the qualifications for Korean kindergarten teachers need to be raised for the sake of development of early childhood education in Korea. 3. Certification and inservice training might enhance the teachers' job awareness and expectation level of job performance. The findings implied that preservice and inservice education need to be based on teacher concerns. The recommendations for future research included (a) replicating this study with a nationwide sample for a broader generalization, and (b) tracing the processes of change in Korean kindergarten teacher concerns through qualitative research such as longitudinal studies, case studies, or intensive interviews.

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Yeo, Marie. "South Korean Teachers' Beliefs about Diversity: the Impact on Practice of Multicultural Education." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3120.

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Teachers in South Korean schools have begun to pay attention to the importance of multicultural education as Korea transforms into a multicultural society from a historically mono culture society. Because of Koreans' pride in the homogeneity of their race, language, and culture, multiculturalism is an idea that is hard for many to accept. Education needs to play a key role in fostering and retaining the value of diversity. Studies suggest that teachers' positive beliefs about diversity play a significant role to develop their multicultural competence and eventually to practice better multicultural education. The problem is little evidence exists in the literature about Korean teachers' beliefs about diversity. The purpose of this study was to examine South Korean teachers' beliefs about diversity, the factors that influence those beliefs, and the impact of those beliefs on their practice of multicultural education teaching. I used a mixed methods research approach which included surveys among a group of elementary teachers in South Korea and interviews with six teachers to examine their beliefs about diversity in more depth. Results indicated that for teachers in this study: (a) intercultural experiences positively influenced Korean teachers' beliefs about diversity; and (b) teachers' beliefs about diversity had a significant impact on their practice of multicultural teaching. Based on the findings, I suggest that teacher education programs provide meaningful intercultural experiences and support teachers to develop positive beliefs about diversity, and eventually, to practice better multicultural education in South Korea.

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Jeong, Hyunjeong. "Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271836/.

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The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across countries. The purpose of the study was to examine PreK-6 school teachers' beliefs about inclusive practices in the United States and South Korea and to present a more informed direction for the future of inclusive education in both countries. Seventy-four teachers from the US and 54 from South Korea participated via email for this study employing surveys. Teachers provided their beliefs about inclusion items on the My Thinking About Inclusion (MTAI) scale, a 28-question instrument, and also provided information about their own gender, years of experience, education level, and teaching practices. A statistically significant difference was found between the teachers of the two nations for the full survey scale. The teachers' training area (i.e., general education or special education) in the US was significantly associated with the belief toward inclusion, and special education teachers in both countries were more agreeable to inclusion than general education practitioners were as shown by the MTAI scale. A strong relationship between accommodation and preparedness for disabilities was found. Most of the barrier factors to practicing inclusive education were considered substantial obstacles, but more so for South Korea teachers than US teachers. University coursework was the least preferred method for improving inclusive practices according to teachers in both countries. Based on the outcomes of the two nations' teachers' beliefs about inclusion, the author suggests that supportive practices, including collaboration between educators, professional development, partnerships with parents and families, and peer supports, be implemented within the two countries for the upkeep of inclusive practices.

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BAE, YOULMI. "Attitudes of Preschool Teachers in South Korea toward Inclusion: Using the Rasch Model to Construct a Teacher Attitude Measure." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341633294.

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Books on the topic "Contract teachers (South Korea)"

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Hye-sŏng, Pak. Uri to kyosa imnida: Ch'abyŏl kwa puran e matsŏ nalgae rŭl p'yŏn kiganje kyosa ŭi iyagi. Sŏul: Idea, 2019.

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British Columbia. Ministry of Advanced Education, Training, and Technology. and GT Publishing Services Ltd, eds. Educator's guide to teaching in the Asia Pacific Region: Philippines, Thailand, Singapore, Malayasia, Indonesia, Hong Kong, Japan, China, India, South Korea, Brunei Darussalam, Taiwan. [Victoria]: Province of British Columbia, Ministry of Advanced Education, Training and Technology, 1990.

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(Japan), Kokuritsu Kokugo Kenkyūjo, ed. 2003-yŏndo Ilbonŏ kyoyuk haksŭp hwanʼgyŏng kwa haksŭp sudan e kwanhan chosa yŏnʼgu: Hanʼguk sŏlmun chosa chipkye kyŏlgwa pogosŏ = International survey of learning environments and resources in Japanese language education : data analysis and results of written surveys-South Korea. Tokyo, Japan: Kungnip Kugŏ Yŏnʼguso, 2004.

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Dake, Mark. South Korea: The Enigmatic Peninsula. Dundurn Press, 2016.

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Dake, Mark. South Korea: The Enigmatic Peninsula. Dundurn Press, 2016.

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South Korea: The enigmatic peninsula. 2016.

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Kim, Rina, and Lillie R. Albert. Mathematics Teaching and Learning: South Korean Elementary Teachers' Mathematical Knowledge for Teaching. Springer, 2015.

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Kim, Rina, and Lillie R. Albert. Mathematics Teaching and Learning: South Korean Elementary Teachers' Mathematical Knowledge for Teaching. Springer London, Limited, 2015.

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Kim, Rina, and Lillie R. Albert. Mathematics Teaching and Learning: South Korean Elementary Teachers' Mathematical Knowledge for Teaching. Springer, 2016.

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Synott, John P. Teacher Unions, Social Movements and the Politics of Education in Asia: South Korea, Taiwan and the Philippines. Taylor & Francis Group, 2017.

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Book chapters on the topic "Contract teachers (South Korea)"

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Hong, Jiye, and Helen Basturkmen. "Applications for EMI teachers' professional development." In English Medium Instruction in South Korea, 93–106. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003384748-10.

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Kim, Minsung, and Sang-Il Lee. "South Korea: GIS Implementation Profiles Among Secondary Geography Teachers." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 233–41. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_26.

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Cho, Young Hoan, Mi Hwa Kim, and Yoon Kang Kim. "Case-Based Online Learning Environments for Teachers in South Korea." In Designing Technology-Mediated Case Learning in Higher Education, 71–87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5135-0_5.

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Kadowaki, Kaoru. "Japanese Native Speaker Teachers at High Schools in South Korea and Thailand." In Towards Post-Native-Speakerism, 97–112. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7162-1_6.

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Taylor, Laura. "The Personal and Professional Development of Novice English Teachers Working in South Korea." In Faces of English Education, 245–59. Names: Wong, Lillian L. C., 1970– author. | Hyland, Ken, author. Title: Faces of English education : students, teachers and pedagogy / edited by Lillian L.C. Wong and Ken Hyland. Description: Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315205618-16.

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Thompson, Patrick W., and Fabio Milner. "Teachers’ Meanings for Function and Function Notation in South Korea and the United States." In The Legacy of Felix Klein, 55–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99386-7_4.

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Chun, Seyeoung, Okhwa Lee, and Deuk-Joon Kim. "An Explanation of the ICALT Instrument’s Measurement of Teaching Quality in Relation to Teacher Education and Policy in South Korea." In Effective Teaching Around the World, 299–315. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_14.

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AbstractThe rapid development of South Korea’s educational system has attracted international interest. The country is well-known for its high student achievement, as indicated by the OECD PISA research, yet the causes for the high achievement remain unclear. Many argue that high teacher quality is an explanatory variable, even though accurate and rigorous measurement of teaching quality at both the practical and theoretical levels has yet to be established. The ICALT (International Comparative Analysis of Learning and Teaching) developed by van de Grift and colleagues in the Netherlands was recently utilized to assess the teaching quality of Korean teachers, and the results demonstrated a high level of teaching quality when compared to other countries. In this chapter, we discuss the relationship between the ICALT’s reported high level of teaching quality and teacher education and policy in South Korea. Several components of teacher education and policy are identified as factors that lead to the quality of the teaching force. They are the well-developed teacher training system, higher level of teachers’ socioeconomic status, in- & external-school supervision for enhancing teacher competency, and efficient personal administration for teachers including homeroom teacher, rotation and promotion.

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Dong, Pool Ip. "13. Children’s Emerging Play and Experience in the Covid-19 Era." In Play in a Covid Frame, 285–98. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0326.13.

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This chapter examines diverse distance education strategies used in Korean early childhood education and care (ECEC). Focused on the Covid-19 situation in the South Korean educational context, it introduces how Korean teachers and parents made an effort to promote and provide opportunities for children’s play. Examples of this include teachers sending ‘A Package for Play’, using education portals and providing distance education through media (e.g. real-time interactive learning via Zoom and content-based learning via TV programmes). This chapter also analyzes how young children, teachers, parents and educational cultures were changed as they faced the challenges of Covid-19 in South Korea. Lockdowns and school closures offered young children an opportunity to realize the importance of their friends in their play. Some Korean parents’ perception of distance education changed from one of anxiety and pressure to a chance to better understand their children and ECEC. For Korean teachers, it was an opportunity to try creative new teaching methods and support for play in ECEC settings. The Korean cases in this chapter will give an insightful perspective into diverse educational resilience, educational possibilities and implications in the Covid-19 era.

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Kadowaki, Kaoru. "The Roles of Native Japanese Speaker Teachers in Japanese Language Programmes at High Schools in South Korea, Indonesia and Thailand." In Japanese Language and Soft Power in Asia, 123–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5086-2_7.

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Lee, Dong-min. "The Potential and Reality of Postgraduate Education in Geography for Improving Primary Geography Teachers’ Professionalism: A Focus on South Korea." In Geography Teacher Education and Professionalization, 87–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_6.

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Conference papers on the topic "Contract teachers (South Korea)"

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Park, HwaChoon. "TEACHERS’ OCCUPATIONAL WORK ETHIC SCALE IN SOUTH KOREA." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end091.

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Kennedy, Laura. "Teacher Resilience-Building Practices Among Early Career EFL Teachers in South Korea." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890867.

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Kim, Jooeun. "NATIVE ENGLISH SPEAKING TEACHERS IN SOUTH KOREA : WHEN WILL THEY BE CONSIDERED LEGITIMATE EDUCATORS?" In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1987.

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Kim, Sieun. "Teachers’ Diverse Interpretations of a Policy Toward Student Agency in South Korea (Poster 32)." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2106246.

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Kim, Sieun. "Teachers’ Diverse Interpretations of a Policy Toward Student Agency in South Korea (Poster 32)." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2106246.

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Lew, Shim. "Addressing Unsolved Educational Problems About Linguistically Diverse Children: Perspectives of Preschool Teachers in South Korea." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573917.

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Choi, Jayoung. "Becoming Legitimate Native English–Speaking Teachers in South Korea: From Places of Superiority and Periphery." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578794.

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Kim, Sumin, and YoungSoon Kim. "AN EXPLORATORY STUDY ON THE RESEARCH TENDENCY OF SCHOOL COUNSELORS IN SOUTH KOREA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end066.

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This study aimed to examine a research tendency through Master's and Doctoral dissertation in South Korea related to school counselors. In this study, school counselors were used in terms that included full-time and contractual counselors. School counselors are teachers who specialize in understanding students' daily psychological counseling, problem behavior and maladaptive counseling and establishing a prevention support system of fundamental reason of problem behavior for students. This is because their tasks required in school are similar. They were deployed to unit schools after Wee Project implemented in 2007 to ensure that students and all students experiencing poor learning and school maladaptation for having a happy school life. This study aimed to lay the foundation for improving and developing policies for improving the welfare and professionalism of school counselors, focusing on the subject of the degree thesis related to school counselors. This study conducted an exploratory study based on the year of publication and topics of the dissertation based on key words extracted from the data. The dissertations were published from 2010 to 2021 and were collected through Riss, a domestic database website in South Korea. This study focused on the frequency of emergence and Word Cloud which shows research tendency based on the year of publication analyzed by the frequency of emergency, title of the dissertation, and key words in abstract of the dissertation extracted from a file in MS Excel from the domestic database homepage. The analysis results of this study are as follows. First, the role and awareness of professional counseling teachers and Wee classes are required. Second, research was conducted to develop the capabilities of school counselors teachers working in the Wee class.it will serve as a foundation for improving professionalism, leading to the protection of ethics as a counselor working in the Wee class and ensuring the rights and welfare of counselors. In order to improve counseling capabilities, supervision and a certain amount of counseling practice are required in the process of training school counselors.

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Arciero, Bryan Vincent, and Robert Clayton James. "The King's Quay Project – A Best Practice Model to Deliver Major Offshore Projects Ahead of Schedule and Under Budget." In Offshore Technology Conference. OTC, 2023. http://dx.doi.org/10.4043/32159-ms.

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Abstract The King's Quay facility was fabricated and commissioned in South Korea and installed in the Gulf of Mexico to receive production from the Khaleesi, Mormont and Samurai fields. A mixture of project and operations personnel were tasked with executing deliverables to ensure a successful progression from engineering, construction, commissioning and operations to ultimately achieve first oil in April 2022. The facility design was based on an existing design already under operation, with modifications limited to improving safety and reliability and reducing emissions. The subsea umbilicals, risers and flowlines (SURF) contract was awarded to include mooring and installation work, minimizing interfaces and reducing risk exposure to the operator. Technical functions fell under one project delivery team, ensuring decisions were made based on the overall benefit to the project rather than individual disciplines. Operations were involved early on during the construction phase in South Korea, and took ownership to integrate improvements throughout the project lifecycle. Subsurface design allowed for a shift from single zone to commingled production to maximize net present value (NPV) and reduce well design complexity. SURF components were standardized as much as possible across all three fields to allow for flexibility during the installation phase. Between the on-site construction team and a strong cohort of local inspectors, the facility left the shipyard on schedule and 97% complete, with minimal carry-over work in the Gulf of Mexico, and over 3.5 million work hours without a lost time incident. With the project team relying on industry-standard designs and best practices, they were able to optimize cost, schedule and functionality based on fit-for-purpose equipment designs. The flexibility of installation allowed the minimizing of simultaneous operations (SIMOPS) between pipelay and drilling activities. In the event of SIMOPS, communication protocols were established and strictly followed, minimizing non-productive time. Murphy's King's Quay development achieved first oil in April 2022, less than three years after the project's final investment decision (FID). This paper will highlight the execution plan and lessons learned to maintain continuity through all phases of the project to deliver a facility and subsea infrastructure ahead of schedule while achieving 97% uptime, with production rates exceeding expectations within six months of start-up.

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SooAn, Choi, and Kim YoungSoon. "A STUDY ON STUDENT AGENCY OF COLLEGE STUDENTS WHO PARTICIPATED IN NON-FACE-TO-FACE CLASSES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end079.

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"The purpose of this study is to look at the student as agency who leads the class, and to examine the experience of mutual communication as agency. For this purpose, 4 students who took the social education and major compulsory classes at University A in South Korea were selected as research participants. In order to increase the coherence of the research purpose, in addition to the interview data, the class impressions and midterm and final test assignments written by the students were supplemented. The research results according to this study are as follows. First, the non-face-to-face discussion class allowed students to experience both fear and unfamiliarity from the non-face-to-face environment at the same time. In particular, the non-face-to-face environment made people hesitate about how to communicate. Second, group discussion improved communication between theory and reality by analyzing textbooks based on class theory and sharing the analysis results among students. Third, field trip facilitated the connection between online and offline, allowing them to look back on their own world of life and build confidence as a future teacher. The following are the suggestions accordingly. First, it should promote interaction with students and teachers. Second, the class should provide various connections outside the class. Third, strong motivation for class is required. This study does not suggest a universal law of student agency in that it only targeted students from the College of Education of A University in Korea. However, it is meaningful in that by exploring the process of developing student agency, it gave hints on what direction to take in the future."

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Reports on the topic "Contract teachers (South Korea)"

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Parker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular. Summary report. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research; Asia-Pacific Centre of Education for International Understanding (APCEIU), September 2023. http://dx.doi.org/10.37517/978-1-74286-721-2.

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The relationship between global citizenship and education quality was established almost a decade ago, when it was described as a target under United Nations Sustainable Development Goal (SDG) 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and measuring it in ways that reflect changing local and global conditions for students, teachers and schools. This study responds to an identified need for tools and resources for systems to enact, monitor and evaluate GCED, particularly in primary school in the Asia-Pacific region. Presented here is a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. This was developed through a review of existing instruments and literature, consultation with experts, and data collected through questionnaires and focus group workshops with teachers from Australia, South Korea, and the Philippines.

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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.

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