Current Status of Teacher Education Curriculum and Recruitment of General Science Teachers and Ways to Improve Them as Suggested by Professors from the Department of Science Education

Yang, Chanho; Kwak, Youngsun; Han, Jae‐Young; Noh, Taehee

doi:10.14697/jkase.2013.33.2.345

Cited by 4 publications

(3 citation statements)

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“…The Korean government has tried for a long time to establish integrated science in the national education curriculum to overcome the limitations of science education departmentalism (Yang, Kwak, Han, & Noh, 2013). However, the efforts have not succeeded in schools because of the division of the science teacher education system into four departments.…”

Section: Departmentalism In the Secondary Science Teacher Education Smentioning

confidence: 99%

Pre-service Science Teacher Education System in South Korea: Prospects and Challenges

Yoon²,

Cha

2016

EURASIA J MATH SCI T

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While much is known about the high academic but low affective achievement of Korean students on international comparative studies, little is known about science teacher education in Korea. As the quality of science teachers is an important factor determining the quality of science education, gaining an understanding of science education in Korea necessitates understanding the science teacher education system and the ways of leveraging quality science teacher preparation. Korea has a unique science teacher education system in many aspects due to its unique socio-cultural background. This study critically reviews the current state of the science teacher education system in South Korea in terms of the outcomes and institutional backgrounds, such as associated law and policy, teacher education curriculum, recruiting system and examinations. A careful review is conducted of the previous literature, official documents and statistics from the Korean government, and curricular documents from some teacher education institutions. The paper concludes with a discussion on the uprising issues in science teacher education within the socio-cultural context of Korea and offers implications to the international science education community.

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Section: Departmentalism In the Secondary Science Teacher Education Smentioning

confidence: 99%

Pre-service Science Teacher Education System in South Korea: Prospects and Challenges

Yoon²,

Cha

2016

EURASIA J MATH SCI T

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“…이렇듯 일선 교사들이 겪는 어려움들은 예비 과학 교사에게서도 동일 하게 나타날 확률이 높으며 (Kang, 2009), 실제 2009 개정 고등학교 '과학'을 수업함에 있어 예비 과학 교사들의 교육 내용이 부족하다는 선행 연구 결과가 제시되기도 하였다 (Kim & Shim, 2015 (Kim & Shim, 2015 (Yang et al, 2013…”

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Educational Implications for Pre-Service Science Teacher Training through the Comparative Analysis between 'Integrated Science' based on the 2015 Revised Science Curriculum and Educational Contents presented in the Pre-Service Science Teachers' Textbooks of the College of Education

Kim¹,

Shim²

2015

Journal of The Korean Association For Science Education

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The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in 'Integrated Science' for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised 'Integrated Science' curriculum and 11 types of pre-service science teachers' learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised 'Integrated Science' curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised 'Integrated Science' curriculum were included in pre-service science teachers' education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of 'Energy and Environment' domain of 'Integrated Science' for high school students. Accordingly, these results suggest that 'integrated science materials' should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for 'Integrated Science' are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

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“…결국 과학교사들은 융합의 취지와 목적이 잘 반영되지 못한 채 기존의 강의식 및 분과형 수업 방식을 고수하는 경향이 뚜렷하 였다 (Lee et al, 2013). 이는 과학교사 양성기관인 사범대학의 교육과 정에 융합적 성격의 과목 개설이 부족함에 기인하기도 하지만 (Yang et al, 2013)…”

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Research on Ways to Improve Science Curriculum Focused on Key Competencies and Creative Fusion Education

곽영순¹,

손정우²,

김미영³

et al. 2014

Journal of The Korean Association For Research In Science Educa

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Changes are expected in the future, and the future society will expect changes in education. Science curriculum needs to reflect such demands for changes in the future of education. Hence, this study explored ways to reflect the changes demanded by the future society in science education. In this study, we investigated the major issues and directions for improvements based on the findings from questionnaires given to 447 primary and secondary school science teachers as well as in-depth interviews with 12 experts. We explored the problems of the 2009 revised national science curriculum including organization of science elective courses, fusion 'science' as an elective course, intensive course-taking of science, career-focused science curriculum, variation of completion units in science elective courses, and fairness of science elective course selection in college entrance. In addition, we proposed ways to organize science curriculum around core competencies and STEAM education suggested by science teachers. According to the results, we need to add such key competencies as basic learning abilities, self-identity, and moral competencies to science curriculum in addition to existing key competencies including problem solving and communication. Regarding the fusion science, experts contended that convergence of science courses should come before that of science and other subjects, and that STEAM with science as the axis was the desired form of convergence. We also need to establish a curriculum development center that exclusively focuses on science curriculum research and development.

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Current Status of Teacher Education Curriculum and Recruitment of General Science Teachers and Ways to Improve Them as Suggested by Professors from the Department of Science Education

Abstract: In this study, we investigated the current status of the teacher education curriculum and the recruitment

Cited by 4 publications

References 5 publications

Pre-service Science Teacher Education System in South Korea: Prospects and Challenges

Pre-service Science Teacher Education System in South Korea: Prospects and Challenges

Educational Implications for Pre-Service Science Teacher Training through the Comparative Analysis between 'Integrated Science' based on the 2015 Revised Science Curriculum and Educational Contents presented in the Pre-Service Science Teachers' Textbooks of the College of Education

Research on Ways to Improve Science Curriculum Focused on Key Competencies and Creative Fusion Education

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