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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, nr 1 (28.02.2023): 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, nr 3 (25.08.2023): 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, i 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, nr 1 (31.01.2018): 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, i 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, nr 5 (30.11.2023): 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, nr 3 (18.03.2024): 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 i 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, nr 10 (30.10.2023): 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, nr 1 (30.05.2024): 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, nr 2 (2.05.2014): 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, nr 2 (31.08.2021): 65–86. http://dx.doi.org/10.48033/jss.6.2.5.
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Seo, Hae-Ae, i Pierre Clément. "Teachers’ Views on Evolution: Religion Matters in South Korea". Procedia - Social and Behavioral Sciences 167 (styczeń 2015): 96–102. http://dx.doi.org/10.1016/j.sbspro.2014.12.649.
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Jeong, Dong Wook, i Thomas F. Luschei. "Teacher Sorting within and across Schools and Nations: A Comparative Study of South Korea and the United States". Teachers College Record: The Voice of Scholarship in Education 121, nr 8 (sierpień 2019): 1–40. http://dx.doi.org/10.1177/016146811912100804.
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Background Although most research on teacher sorting has taken place in the United States, where teacher distribution favors more advantaged children, there is some evidence that the distribution of teachers across schools is much more equitable in South Korea. This is the first study to directly compare teacher distribution across schools and classrooms in the two countries. Research Questions Our research questions are: (1) Are teachers in lower secondary schools distributed evenly across schools in South Korea and the United States? (2) Are teachers in lower secondary schools distributed evenly across classrooms in South Korea and the United States? (3) How does assignment of teachers to classrooms within schools differ in South Korea and the United States? Research Design We use data from the 2013 Teaching and Learning International Survey to examine the distribution of teachers across regions, schools, and classrooms in the United States and South Korea. To answer our research questions we employ a range of quantitative techniques, ranging from simple descriptive statistics and Gini indices of teacher variables, to multinomial and ordered logistic regressions of school and classroom conditions on key teacher quality variables. Results We find that across schools, inequitable teacher sorting patterns are more pronounced in the United States. In both countries teacher sorting is more pronounced across classrooms than across schools; specifically, teachers with more total experience are less likely to teach in classrooms with higher concentrations of economically disadvantaged students and students with behavioral problems. Further, U.S. teachers with more years of experience in their current schools are less likely to receive assignments in classrooms with more language minority students, economically disadvantaged students, and students with special needs. Conclusions We conclude that South Korea can provide lessons to the United States to help reduce inequities in disadvantaged children's access to qualified teachers across schools through policies like centralized assignment of teachers, incentives to teach in difficult-to-staff schools, and mandatory rotation of teachers across schools. In terms of cross-classroom teacher sorting, our results signal a warning for policy makers in both countries. We argue that the most effective way to reduce within-school teacher sorting is to better integrate language-minority, low-income, and special-needs students into classrooms so that teaching conditions do not differ significantly across classrooms, and teachers have fewer options to sort across.
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Luschei, Thomas F., Amita Chudgar i W. Joshua Rew. "Exploring Differences in the Distribution of Teacher Qualifications Across Mexico and South Korea: Evidence from the Teaching and Learning International Survey". Teachers College Record: The Voice of Scholarship in Education 115, nr 5 (maj 2013): 1–38. http://dx.doi.org/10.1177/016146811311500502.
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Background/Context Although substantial evidence from the United States indicates that more qualified teachers are disproportionately concentrated among academically and economically advantaged children, little cross-national research has examined the distribution of teacher qualifications across schools and students. As a result, we know little about how different institutional contexts, policies, and priorities influence children's access to qualified teachers. Research Question Our research questions are: (1) Are the qualifications of lower-secondary teachers within and across Mexico and South Korea distributed uniformly across schools? (2) If not, does the distribution of teacher qualifications in each country favor less or more advantaged children? (3) How can dissimilarities in teacher-related policies and educational priorities help to explain differences in the distribution of teacher qualifications across Mexico and South Korea? Research Design We employ secondary analysis of data from the Teaching and Learning International Survey, which was conducted by the Organization for Economic Cooperation and Development in 2007/2008. We use these data to describe the distribution of various teacher qualifications across communities of different sizes and across schools with varying levels of parental education. We also explore cross-national differences in institutional priorities and teacher-related policies. We compare Mexico and South Korea because while these two countries are similar in the level of teacher hiring and assignment, they are quite different in terms of their general commitment to educational equity. Findings/Results We find that the distribution of qualified teachers in South Korea is skewed toward disadvantaged children, while Mexican teachers tend to be distributed in a way that favors more advantaged students. Specifically, in South Korea students living in rural areas and those in schools with lower average parental education have greater access to better educated and more experienced teachers. The opposite occurs in Mexico. Conclusions/Recommendations We argue that these differences are due to both explicit policies and a greater commitment to educational equity in South Korea, relative to Mexico. Moreover, these differences are likely to be related to large cross-national differences in educational performance and equity.
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Levent, Faruk, i Meral Pehlivan. "Confucianism’s influence on ethics education in South Korea". Journal of Human Sciences 14, nr 1 (13.02.2017): 321. http://dx.doi.org/10.14687/jhs.v14i1.4372.
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One of the main functions of educational institutions is to cultivate individuals of good character. However, this situation necessitates systematic and effective ethics education. In this regard, teachers, the implementers of educational programmes, play a critical role in conveying ethical values to their students. In addition to its success in international student assessment examinations, South Korea is a Far East country distinguished for its continuous focus on the ethical values of individuals and the training of high-quality teachers. Therefore, the purpose of this study is to examine the influence of Confucianism on ethics education in South Korea. The implication of this study is that it contributes to the educational sciences literature on teacher training systems and ethics education in South Korea, a country of strong social structure in terms of the value given to education and commitment to Confucian teachings.
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Li, Yiwen. "Korean Middle School Chinese Teaching under the Cooperation of Chinese and Korean Teachers". Journal of Education and Educational Research 3, nr 3 (1.06.2023): 38–40. http://dx.doi.org/10.54097/jeer.v3i3.9547.
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In 2012, China and South Korea signed the CPIK project, in which Chinese teachers are sent to South Korea to cooperate with South Korean teachers in teaching Chinese. This model of Chinese and South Korean teachers teaching together is also known as collaborative teaching model. This mode can be divided into the following three situations: first, Korean teachers lead and Chinese teachers assist. Second, Chinese teachers lead and South Korean teachers assist. 3. Cooperative teaching between Chinese and Korean teachers. I was fortunate enough to participate in the program and teach at three schools, and all three types of teaching were covered. Collaborative teaching has been around for a long time, and it has its own advantages, because many Chinese teachers are not proficient in Korean, and it helps students better understand the course content. However, there are some difficulties in the implementation of this model, which requires the active cooperation of Chinese and Korean teachers, and may cause a series of problems if it is not used well. Therefore, this paper will explore its advantages and existing problems combined with their own practice, and put forward some suggestions.
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Elyta, Elyta, i Hertanto Hertanto. "Pemikiran Politik Thomas Hobbes Dalam Serial Drama Squid Game". Journal of Education, Humaniora and Social Sciences (JEHSS) 5, nr 2 (6.11.2022): 1002–9. http://dx.doi.org/10.34007/jehss.v5i2.1349.
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In 2021, South Korea will make the Squid Game drama series with the mystery horror genre. The research will look at the political thinking of Thomas Hobbes in this series with the aim of analyzing the form of natural consciousness, social contract in the form of the State which is broadcast through storylines, dialogues and descriptions of the situation in the Korean drama series Squid Game. This article is a literature study on the state of nature, social contract and the concept of the state from Thomas Hobbes' political thought through the drama series Squid Game produced from South Korea. His opinion of the state is scary, cruel, and obeyed like Leviathan to make the disorderly state of human nature controllable. Human nature is homo homini lupus or humans are wolves to each other. The social contract according to Thomas Hobbes is an agreement between the people and the state, but the state is not bound by the social contract. The state/king position is above the social contract, the state has absolute authority or is called the king, it cannot be wrong. This study concludes that in the Korean drama series Squad Game, there is a thought by Thomas Hobbes which states the importance of absolute state power to create perfection. Peace can be obtained by presenting fear to the individual through the State, conflict will be avoided, society will be subject to the law with fear that is continuously maintained by the State.
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Lee, Sangeun, i Ye-Lim Yu. "Teachers’ Experiences in Implementing Competency-Based Curriculum in South Korea". Korean Educational Research Association 59, nr 7 (30.11.2021): 137–65. http://dx.doi.org/10.30916/kera.59.7.137.
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Jung, Myunggu, Woorim Ko i Youngtae Cho. "The Cherry Blossom and Private Teachers’ Pension in South Korea". Korea Journal of Population Studies 44, nr 4 (31.12.2021): 75–96. http://dx.doi.org/10.31693/kjps.2021.12.44.4.75.
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Zhong, Hui-xian. "Jeju Island Chinese and South Korea teachers cooperative teaching research". JOURNAL OF CHINESE HUMANITIES 68 (30.04.2018): 477–502. http://dx.doi.org/10.35955/jch.2018.04.68.477.
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김태영 i Youngmi Kim. "EFL Teachers’ Initial Career Motives and Demotivation in South Korea". Korean Journal of English Language and Linguistics 16, nr 1 (marzec 2016): 29–52. http://dx.doi.org/10.15738/kjell.16.1.201603.29.
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Kawabata, Takako. "English Language Teachers in South Korea: Issues of Whiteness and Native-speakerness". Journal of English Language Teaching and Applied Linguistics 4, nr 4 (26.11.2022): 102–6. http://dx.doi.org/10.32996/jeltal.2022.4.4.12.
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This paper examines the status and identity of teachers of English as a foreign language in South Korea. In many parts of the world, English is taught as a second, foreign, or additional language. The status of native and non-native English-speaking teachers is debated often. However, the dichotomy is not as straightforward as it might appear because the difference between native and non-native speakers does not sufficiently describe the identities, linguistic abilities, and teaching skills that those teachers possess. Cho (2012) described two critical considerations for male Korean-American teachers of English in South Korea: (1) linguistic capital and the ideal of native English speakers in Asian countries and (2) the social status and identity of Asian-Americans as members of minority groups in the United States. In order to transcend the idealisation of the West and to support learners and teachers in South Korea, this paper discusses issues of whiteness and native-speakerness in relation to the two issues that Cho described by examining the backgrounds and characteristics of Korean Americans as well as English-as-a-foreign-language education in South Korea. In addition, the paper discusses the teaching experience and the abilities of English teachers. The analysis identifies the benefits and risks of commodifying linguistic capital. The findings contribute to the developments of English-language education not only in East Asian countries but also in the rapidly globalising world of the modern age, in which English competence is more valuable than ever.
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Kim, Mina. "Teachers' Philosophical Orientation and Practices: A Study of Novice Preschool Teachers in South Korea". Contemporary Issues in Early Childhood 5, nr 3 (wrzesień 2004): 276–92. http://dx.doi.org/10.2304/ciec.2004.5.3.3.
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Svintsova, I. Y., i Yi Eunkyung. "Russian Studies in Contemporary Korea". Concept: philosophy, religion, culture 8, nr 1 (30.03.2024): 167–72. http://dx.doi.org/10.24833/2541-8831-2024-1-29-167-172.
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The Russian Language Department of Hankuk University of Foreign Studies (HUFS) —one of the leading universities of the Republic of Korea— was founded in the same year with the University and is about to celebrate its 70th anniversary. Today the University and the Russian Language Department are the main popularizers of the Russian language, literature, culture and Russian regional studies in South Korea. There are several associations: KASEUS — Korean Association of Slavic-Eurasian Studies; Russian Language and Literature Association (based on the HUFS — Hankuk University of Foreign Studies); KAR — Korean Association of Russian Studies (based on the Korean University); KASL — Korean Association of Slavic Languages (based on the Korean University); KATPR — Korean Association of Teachers and Teaching Staff of the Russian Language (whose members are university professors and school teachers); and KRA — Korea-Russia Association. The Korean-Russian Society of Art and Culture KORACS was established in 2013 to organize cultural exchange between Korea and Russia. The associations organize and conduct scientific conferences, symposiums, forums, and some publish their own journals. In South Korea, there are exchange programs for undergraduate and graduate students of Russian and Korean universities, and Russian professors are invited here to give lectures. Every spring the Hankuk University of Foreign Studies holds a Russian language Olympiad for students of Korean universities. This competition is of great interest to Korean students and is an incentive for deeper study of the Russian language. The Russian language and culture are represented and preserved here: there are Russian professors, school teachers, Russian-speaking Koreans and citizens of other countries. Therefore, despite the difficulties associated with changes in the socio-political situation, Russian studies in South Korea continue to develop. Interest in the Russian language, literature and culture does not wane since people always need to learn something new and wonderful and this is how Russian culture is characterized.
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Park, Jungmin, Junse Lee i Myung-Sun Lee. "Occupational Health Injuries by Job Characteristics and Working Environment among Street Cleaners in South Korea". International Journal of Environmental Research and Public Health 17, nr 7 (30.03.2020): 2322. http://dx.doi.org/10.3390/ijerph17072322.
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In 2018, 1822 incidents relating to death or injury occurred among street cleaners in South Korea. However, South Korea currently lacks comprehensive studies on related injuries based on street cleaners’ job characteristics and environments in the country. This study analyzed injuries according to the job characteristics and environment through a survey of 150 Korean street cleaners working in the Seoul and Gyeonggi-do areas. This study assessed three category measures—demographic, job characteristics, and environments—to determine the effects of injuries. The demographic measures consisted of age, gender, and education level. Job characteristic variables consisted of length of time on the job, job contract, monthly income, working hours per day, working start time, overtime per month, and days off per month. For job environments, this survey included job duty, classification, main tasks, work intensity, and safety equipment. The data were analyzed according to descriptive statistics, injury ratio, and Probit regression analysis. The results of the analysis demonstrated that the participants with the highest risk of injury were mostly males with less than a middle school education. Assessment of the job characteristics showed that the most prevalent length of working experience was less than 5 years, with most engaging in contract/day work. A share of 36.67% of the participants reported injuries. The most prevalent reason for injury was overwork (32.73%), and the most frequent injury area was the lower back (49.09%). In summary, injuries among street cleaners were associated with education level, job experience, days off from work, and work intensity. As such, street cleaners should receive more education to decrease the risk of injuries, regardless of the number of employees or their contract status.
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Pang, Sangho, David Reinking, Amy Hutchison i Deanna Ramey. "South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction". Education Research International 2015 (2015): 1–13. http://dx.doi.org/10.1155/2015/783593.
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We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this study to our findings from a similar study conducted in the USA and discuss what the findings reveal about integration of ICTs into literacy instruction in South Korea. The implications for education policy in South Korea and for continued research to clarify findings across national and cultural boundaries are discussed. For example, despite reporting greater impact of obstacles and less technical support than their US counterparts, South Korean teachers reported using ICTs more frequently than teachers from the USA.
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Dos Santos, Luis Miguel. "Can I Teach Abroad? Motivations and Decision-Making Processes of Teachers to the International Locations". Journal of Curriculum and Teaching 11, nr 4 (10.04.2022): 13. http://dx.doi.org/10.5430/jct.v11n4p13.
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Over the past few decades, South Korea has become a popular education and teaching destination for native English teachers, international school teachers, and university lecturers. However, as the COVID-19 pandemic has changed the requirements, offshore teachers need to complete the self-funded quarantine before they can join the workforce in South Korea. This study aims to understand the motivations, career decisions, and decision-making processes of a group of native English teachers who decided to come to South Korea to develop their English language teaching career, particularly those who came during the COVID-19 pandemic. The phenomenological approach with interview session, focus group activity, and member checking interview were employed. Based on the social cognitive career and motivation theory and qualitative data from 38 participants, three themes were categorized: special life pathways, easy employment, and attractive cultural environment. The results of this study may provide some recommendations to school leaders, employers, and policymakers for native English teachers who would like to provide teaching services in their countries. As the COVID-19 pandemic and traveling restrictions will eventually eliminate, the human resources management and school leaders should continue to reform and improve the management to meet the needs of the long-term human resources shortage.
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Kang, Jingoo, i Tuula Keinonen. "EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA". Problems of Education in the 21st Century 74, nr 1 (25.12.2016): 31–48. http://dx.doi.org/10.33225/pec/16.74.34.
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Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science. Key words: inquiry-based learning, teacher collaboration, teacher confidence.
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Lee, Juho, i Gwangguk Yim. "A Comparative Study of German and Korean Teacher Education Programs to Enhance Pre-service Teachers’ Digital Competencies". Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 28, nr 2 (31.08.2023): 69–93. http://dx.doi.org/10.26894/kdge.2023.28.2.69.
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This study aims to draw implications for research on teacher education programs in South Korea and through a comparison of teacher education programs for enhancing the digital competencies of pre-service teachers which have been actively researched and developed in Germany and South Korea in recent years. For this purpose, this study first analyzes the case of teacher education programs to enhance the digital competence of pre-service teachers in Germany by examing the background of the Project ‘Digitalization of Teacher Education’, the concept of digital competence being discussed in Germany, and the teacher education programs being piloted in two universities. This study then analyzes the case of teacher education programs to enhance the digital competence of pre-service teachers in South Korea by examing the background of the ‘AI EDucation Alliance and Policy lab’, the concept of digital competence being discussed in South Korea, and the proposed reform of the teacher education programs. Through the comparison of the cases of teacher education programs in the two countries, it found that there are some differences in the concept of digital competency which is being studied in the two countries, and the teacher education programs for enhancing digital competency. Based on these differences, this study concludes that research on digital competence should be conducted in a wider range of institutions and from a variety of perspectives and topics, that the concept of digital competence itself should be studied more in depth, and that teacher education programs should be improved to enhance the critical reflection competency of pre-service teachers.
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Lee, Okseon, Euichang Choi, Mark Griffiths, Victoria Goodyear, Kathleen Armour, Hyukjun Son i Hyunsoo Jung. "Landscape of secondary physical education teachers’ professional development in South Korea". Sport, Education and Society 24, nr 6 (29.04.2019): 597–610. http://dx.doi.org/10.1080/13573322.2019.1612348.
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Kim, Keunjae, i Kyungbin Kwon. "Exploring the AI competencies of elementary school teachers in South Korea". Computers and Education: Artificial Intelligence 4 (2023): 100137. http://dx.doi.org/10.1016/j.caeai.2023.100137.
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Rahman, Fadhlur, i Nizar Saputra. "English as International Language Revisited: Implications on South Korea’s ELT Context". Scope : Journal of English Language Teaching 6, nr 1 (6.10.2021): 08. http://dx.doi.org/10.30998/scope.v6i1.9383.
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<p><span lang="EN-US">This paper specifically aims to examine conceptual and empirical studies on the evolution of English Language Teaching (ELT) worldwide and its progression affecting ELT in South Korea. A systematic review was used as the research methodology. A number of significant articles from top-tier journals and book chapters were analysed utilising a content analysis, to gain evidence-based solutions. This paper begins with the outset of EIL (English as an International Language) in general, and examines a paradigm shift concerning the prestige norms such as American English (AmE) and British Received Pronunciation (RP). This paper heavily emphasizes on the condition of English Language Teaching in South Korea, and what theoretical foundations can be utilized to English language program in South Korea. Furthermore, this paper critically investigates the interconnectedness complexities between English and the national language, along with the attitudes toward native and non-native English-speaking teachers. The findings reveal some particular recommendations which can be undertaken to reconceptualize the language policy, teachers’ recruitment and curriculum developments in South Korea.</span></p>
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Moon, Byongook, Merry Morash, June Oh Jang i SeokJin Jeong. "Violence Against Teachers in South Korea: Negative Consequences and Factors Leading to Emotional Distress". Violence and Victims 30, nr 2 (2015): 279–92. http://dx.doi.org/10.1891/0886-6708.vv-d-13-00184.
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Empirical studies indicate that violence against teachers is a globally prevalent phenomenon and has damaging negative effects on victimized teachers’ physical and emotional well-being and teaching effectiveness. Nevertheless, limited empirical research has been conducted to identify factors affecting emotional distress among victimized teachers. This research contributes to the literature by exploring negative consequence of victimization and factors associated with victimized teachers’ emotional distress in a South Korean context. The results indicate that students’ verbal and noncontact physical aggression are highly correlated with teachers’ emotional distress. Teachers’ gender, student-oriented approach, and several incident characteristics (number of offending students, direct settlement with offending students) are significant predictors of emotional distress caused by either students’ verbal threat or noncontact aggressive behaviors. Directions for future research and policy implications are discussed.
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Kim, Joon. "Insurgency and Advocacy: Unauthorized Foreign Workers and Civil Society in South Korea". Asian and Pacific Migration Journal 12, nr 3 (wrzesień 2003): 237–69. http://dx.doi.org/10.1177/011719680301200301.
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Due to major structural changes in the 1980s, South Korea initiated an international contract labor program known as the industrial trainee system in 1991. Started ostensibly as a temporary measure to deal with domestic labor shortage in the declining manufacturing sector, the program has spread recently to other sectors, including fisheries, construction and agriculture. Currently, over 300,000 unskilled foreigners reside in South Korea, of which two out of every three persons are identified as unauthorized workers. This article examines how the South Korean industrial trainee program systematically produces unauthorized workers and highlights the role of non-governmental organizations (NGOs) in protecting the human rights of foreign workers. The successful collaboration of South Korea's civil society stems from its unique historical formation, rooted in democracy movements of earlier decades. It also implicates strong prospects for substantive integration of foreign workers and, as a consequence, suggests important changes in the country's social and economic structures.
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Schneider, Ian. "“It’s not real culture anyway”: Language ideologies of local and expatriate English teachers in rural South Korea". Proceedings of the Linguistic Society of America 8, nr 1 (27.04.2023): 5503. http://dx.doi.org/10.3765/plsa.v8i1.5503.
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In South Korea (Korea), Park (2004) identifies three dominant English language ideologies: necessity (English as essential to compete in neoliberal markets), externalization (English as antithetical to Korean identity), and self-deprecation (English as unobtainable by Korean speakers). While studies have explored these ideologies among Korean English teachers in cosmopolitan settings like Seoul, few studies consider how teachers in rural areas negotiate these language ideologies. This study compares ideological stances from both expatriate guest English teachers (GETs) and local Korean English teachers (LETs). Participants working in the rural province of Jeollanamdo conducted semi-structured interviews about their perspectives and experiences regarding English education in Korea. Interviews underwent thematic analysis where initial codes identified Park’s three ideologies, and further coding produced subthemes through stance analysis. Findings indicate a diverse mix of stances between LETs and GETs that both affirm and resist dominant English language ideologies. LETs and GETs with experience working in both rural islands and coastal cities also report variation in students’ motivation and stress toward English education. By examining variation in teachers’ stancetaking toward dominant English language ideologies, this study challenges Bourdieu’s (1991) notion of a unified linguistic ideological marketplace.
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Kim, Sunyoung, Youn-Jeng Choi, Veronica Y. Kang, Jing Wang, Namhee Kim i Kyoung-Mi Kim. "Validation of the Inclusion Scale". Infants & Young Children 37, nr 2 (kwiecień 2024): 142–53. http://dx.doi.org/10.1097/iyc.0000000000000264.
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Despite the importance of inclusion in education, studies that clearly define and operationalize the concept of early childhood inclusive education in South Korea remain scarce. In this study, we aimed to translate and validate a comprehensive measurement scale to assess Korean early childhood teachers' attitudes and perceptions regarding inclusion. We analyzed data from a group of 224 respondents from 82 daycare centers in South Korea and tested the inclusion scale's internal consistency, subscale reliability, and content and construct validity. The exploratory factor analysis identified four factors with varying number of items in each factor. Researchers could use this instrument to better understand Korean teachers' beliefs about themselves with respect to inclusive education. Implications for research include the utility of the survey instrument with Korean early childhood teachers.
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Hong, Eun Ah. "South Korea’s Nuclear Power Phase-Out and the Role of Media". Revista Internacional de Comunicación y Desarrollo (RICD) 3, nr 14 (22.07.2021): 68–74. http://dx.doi.org/10.15304/ricd.3.14.7289.
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South Korea is a resource-poor country, which heavily relies on importing energy from outside. Therefore, the South Korean government tried to develop the technologies of producing nuclear power energy, which was succeeded in the 90s. Furthermore, based on the advanced technology of nuclear power, in 2009, the government celebrated winning a contract to build nuclear power plants in the United Arab Emirates. Since then, in South Korea, nuclear power energy was considered a leading economy for the country’s future. However, there were countless social-environmental conflicts related to using nuclear power energy. Furthermore, with the ‘unexpected’ Fukushima Daiichi nuclear disaster in 2011, the nuclear power phase-out debate has initiated in South Korea. As a consequence, nuclear power phase-out was included in the energy transition policy when the newly elected government took presidential office in May 2017. In fact, nuclear phase-out was a presidential pledge during the presidential election. However, this policy of nuclear power phase-out became one of the most intense social-political conflicts of the society, and the mass media played a key role to intensify the conflict.
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Kang, Nam-Hwa, i Miyoung Hong. "Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea". Educational Researcher 37, nr 4 (maj 2008): 200–207. http://dx.doi.org/10.3102/0013189x08319571.
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Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, and increasing teachers’ out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources.
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Seunguk, Shin, i Youn Yeo-Chang. "Perspectives of Private Forest Owners toward Investment in Forest Carbon Offset Projects: A Case of Geumsan-Gun, South Korea". Forests 10, nr 1 (31.12.2018): 21. http://dx.doi.org/10.3390/f10010021.
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Understanding and promoting South Korean private forest owners’ investment in the Forest Carbon Offset (FCO) scheme is crucial for enhancing carbon sequestration using forests in South Korea. This study aims to identify the factors of private forest owners associated with the investment decision in FCO projects. A total of 132 forest owners in Geumsan-gun, Chungcheongnam-do responded to a mixed-method survey. A chi-square test on the respondent groups shows that a forest management contract has a positive correlation with the forest owners’ willingness to invest in FCO projects. We also developed a logistic regression model for each forest owner group to estimate the effects of forest characteristics, experience of financial support, forest owner characteristics, and management characteristics on the forest owners’ willingness to invest in FCO projects. The results indicate that beliefs in climate change, size of forest holdings, tree species, stand age, experience in cost-sharing for forestry operations with public agencies, and timber harvest experience were significantly associated with the likelihood of a forest owner’s willingness to invest in FCO projects. Therefore, forest policies should take account of the factors influencing the likelihood of forest owners’ investment in FCO projects. We also found that the forest management contract scheme can be used as a policy instrument for promoting private forest owners’ action for climate change in South Korea.
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Song, Miran. "Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea". International Journal of Comparative Education and Development 22, nr 2 (20.12.2019): 131–46. http://dx.doi.org/10.1108/ijced-02-2019-0016.
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Purpose The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics (STEM) teaching and to investigate teachers’ perceptions on how important those competencies are and how often they are executed. Design/methodology/approach An exploratory sequential mixed methods approach was used to investigate key characteristics of integrated STEM teaching competencies and the level of their importance and performance as perceived by teachers. By using behavioral event interview technique, qualitative data were collected from professional secondary teachers in science, math and technology subjects. An instrument was constructed based on the result of qualitative research; and a survey was conducted with 48 STEM teachers working in South Korea. The mean values between importance and performance of integrated STEM teaching competencies were compared. A perceived importance level of each item was compared with a practice level by using importance-performance analysis. Findings As a result of qualitative research, in total 21 items were constructed as detailed characteristics of each domain of integrated STEM teaching competencies, which provide insights about teachers’ perceptions of teaching competencies that are critical for integrated STEM education. A comparison of means between importance and performance of integrated STEM teaching competencies showed that whereas teachers considered each of these items to be of significant importance in their overall evaluation of the integrated STEM teaching competencies, they are not performing at a level that reflects the assigned importance. Practical implications This research results provide information for future research on how to implement an integrated STEM education initiative at the secondary school level, for planning teacher training programs, pre-service teacher education and related educational policies. Originality/value South Korea has focused on integrated STEM education to raise talented human resources in the fields of science and technology. However, many teachers have experienced serious difficulties and troubles in executing integrated STEM education. It is necessary to figure out key competencies and characteristics of teachers to facilitate integrated STEM teaching.
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Seok, Jong-Ok, i Jun-Ki Chung. "School Violence in South Korea from the Perspective of Coaching Psychology and Counseling". International Journal of Membrane Science and Technology 10, nr 4 (26.09.2023): 515–22. http://dx.doi.org/10.15379/ijmst.v10i4.2077.
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One of the most pressing problems facing South Korean society today is school violence. This problem causes many instructors to feel hopeless, and many of them take their own lives as a result. This study intends to shed light on the causes of such violence as well as its solutions via the lenses of coaching psychology and counseling. In this study, we will show that school violence in Korea is a result of a cultural phenomenon that is connected with a number of societal issues as Korea transitions into a post-modern society, rather than just being a result of conflicts between students and teachers or parents and teachers.
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Kwon, Hyuksoo, i Eunsang Lee. "RESEARCH TRENDS AND ISSUES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT-RELATED RESEARCH IN SOUTH KOREA". Journal of Baltic Science Education 18, nr 3 (10.06.2019): 379–88. http://dx.doi.org/10.33225/jbse/19.18.379.
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The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peer-reviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers’ attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers’ ESD professional development. Keywords: ESD, South Korea, science education, technology education, research trends.
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Kim, You Jin, i Moo Kyoung Song. "Exploring teachers’ approaches to popular music: Attitudes, learning practice, and issues in South Korea". International Journal of Music Education 38, nr 3 (28.04.2020): 456–69. http://dx.doi.org/10.1177/0255761420919570.
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In recent years, a strong focus on popular music has increased in South Korean music education. Although this shift in the curricular content has led to studies on the formation of popular music repertories in the curriculum, few studies have attended to teachers’ attitudes and learning practices to popular music as related factors. To understand popular music education in South Korea, we investigated music teachers’ attitudes, learning practices, and critical issues that have arisen in their teaching. We conducted an online survey with secondary music teachers ( N = 138) followed by a focus group interview ( n = 6). The findings suggest that teachers’ attitudes toward popular music (positive, neutral, or negative) were associated with their learning practices, including the time they spent on popular music, their selections of popular music genres, and musical activities. This provides a starting point for further investigation of the teachers’ attitudes related to their learning practices in shaping popular music curriculum. Regardless of the teachers’ attitudes to popular music, they agreed popular music a good place to start for their students. In addition, they had similar or divergent perceptions and concerns of teaching popular music depending on their attitudes, as they have found their own individual ways of incorporating popular music.
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Choi, Hyunyoung, Soh-Young Chung i Jangwan Ko. "Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea". Sustainability 13, nr 10 (13.05.2021): 5480. http://dx.doi.org/10.3390/su13105480.
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This paper examines ICT policy in education with a particular focus on teachers’ engagement in emergent remote teaching (ERT) during the initial COVID-19 school closure in South Korea. It involves a documentary analysis of newspaper articles on “starting school online” from the highest read daily newspapers published in South Korea, through which three issues regarding teachers and teaching are identified: teachers’ digital competency, teachers’ sense of professional identity, and the revalorisation of the teacher role. Discussion of the three issues points to the need to reflect on and rethink the government’s policies for ICT in education. This paper provides an overview of the ICT policies to show their overall inadequacy with respect to providing teachers with the necessary training and framework for technology-related professional development. It highlights the need to understand the changing nature of teaching and learning in a digital education environment and it suggests a possible redesign of the education and training provisions to teachers to support their professional competency in the digital age.
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Konysbayeva, A. B., G. M. Myshbayeva i Shin Namin. "Features of modern preschool education in South Korea: experience of study". Pedagogy and Psychology 42, nr 1 (30.03.2020): 164–71. http://dx.doi.org/10.51889/2020-1.2077-6861.21.
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The article deals with the modern features of the pre-school education system in the Republic of Korea, on the example of the functioning of state kindergartens. The system of Korean education is described from the point of view of its characteristics in information sources, as well as an analysis of the experience of staying in pre-school education institutions, in public kindergartens. The article considers the attitude of teachers of public kindergartens of Korea to the process of teaching children of preschool age, the priority directions of pedagogical activity are marked. The leading pedagogical technology of education and development is presented. The attitude of Korean teachers to the game and its role in the organization of the process of education and development. Implementation of the principle of naturalness. Approach to knowledge and attitude to the introduction of a foreign language in the pedagogical process. The conditions of the organization of the process of education and development are described.
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Bak, Hyejin. "Primary School Teachers’ Perspective on Study and Substantial Fulfilment in South Korea". International Journal for Cross-Disciplinary Subjects in Education 7, nr 4 (30.12.2016): 2938–43. http://dx.doi.org/10.20533/ijcdse.2042.6364.2016.0400.
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윤석주 i 손지희. "South Korean Teachers' Practical Knowledge in Schools for North Korea Refugee Students". Journal of Korean Teacher Education 31, nr 4 (grudzień 2014): 197–226. http://dx.doi.org/10.24211/tjkte.2014.31.4.197.
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Synott, John. "Development, Education and the Teachers Union Movement in South Korea, 1989-1999". Australian Journal of Politics and History 47, nr 1 (marzec 2001): 130–49. http://dx.doi.org/10.1111/1467-8497.00223.
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Lee, KangWoo, Dayoung Lee i Hyun Ju Hong. "Text mining analysis of teachers’ reports on student suicide in South Korea". European Child & Adolescent Psychiatry 29, nr 4 (20.06.2019): 453–65. http://dx.doi.org/10.1007/s00787-019-01361-1.
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Joo, Yeon Ryu, i Seung Yeon Lee. "An analysis on the mind-mindedness of infant teachers in South Korea". Pacific Early Childhood Education Research Association 17, nr 2 (1.03.2023): 1–17. http://dx.doi.org/10.17206/apjrece.2023.17.2.1.
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Baskan, Gülsün Atanur, i Erim Atalar. "Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus". International Journal of Innovative Research in Education 1, nr 2 (18.12.2015): 39. http://dx.doi.org/10.18844/ijire.v0i0.121.
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Abstract The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used.In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in South Korea.The study also examined the teacher training policy in primary education in the Turkish Republic of Northern Cyprus,consequently determine similarities and the differences were presented. Also in the light of the similarities and the differences found in primary teacher training policy applied in South Korea and the Turkish Republic of Northern Cyprus , Turkish Republic of Northern Cyprus has some suggestions.Keywords: Primary education, training policies, teacher.
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Lee, Young Eun. "A critical discourse analysis of social and structural inequalities that exist between NET and NNETs in South Korea's English Hiring Market". K Association of Education Research 8, nr 3 (30.09.2023): 93–117. http://dx.doi.org/10.48033/jss.8.3.5.
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English has become a crucial aspect of South Koreans' lives, and there exists a transnational linguistic market where English is a highly prized commodity. Private and public academic institutions, as well as national English programs, make significant financial investments to find Native-speaking English Teachers (NETs) to work in South Korea. Previous studies have revealed employment decisions for EFL teachers in Asia are frequently influenced by a candidate's “nativeness” as opposed to their professional accomplishments, such as their teaching experience and academic credentials. The NETNNET dichotomy in the EFL area is very problematic as it fosters discriminatory practices, yet little is known is known how these tensions play out in the South Korean context. By employing Norman Fairclough’s three-dimensional CDA framework, this paper seeks to critically examine the discourses surrounding the native and non-native English language teachers are constructed in the Korean English market. This paper identifies how relations of inequalities, power, and domination are reproduced or produced in discourse. Data include analysis of the texts in hiring advertisements for English language teachers in South Korea. Through CDA, I sought to reveal and confront dominant ideologies and discourses reflected in the texts. This paper concludes with suggestions on how to challenge the inequitable practices and policies widely present in the South Korean English market.