Teacher Education In Korea And China And South Korea Teacher Education A Comparative Study

Valuing and strengthening the research of teachers'education is the objective request of the reform, the innovation and the reconstruction of Chinese education. China and South Korea belong to the Eastern culture circle, sharing the close geopolitical culture; therefore the developing paths of the teachers'education in these two countries are approximately the same. This makes the comparative research valuable.South Korea started the higher education popularity course in 1990, and the teachers'education reform which was carried out in the 1980s has yielded substantial results. By the legal form, South Korea has established a series of unique enrollment system, standardized curriculum system, strict teachers'certification system, fair and variegated teachers'appointment system, and national assessment system. All these measures make the teacher specialization possible. Teachers'education in South Korean has obvious characteristics and perfect structure, which has reference value and the model function on the research of teachers'education in China under the background of higher education popularity course.As for the training of qualified teachers, China and South Korea both request to train teachers who can satisfy the society's needs. However, in China, the most important factor of being a qualified teacher is his or her political quality; while in South Korea, which pays great attention to the national archery, faith and ambition in teaching career are emphasized. In the curriculum aspect, China and South Korea both pay extremely attention to the comprehensive quality and the specialized skill of teacher. But relatively speaking, teachers'education in China put stress on"academic value"; while in South Korea the education focuses more on"pedagogical value".In teachers'on-the-job training aspect, education with record of formal schooling is the important content in both countries. School-based training obtains the two countries'favor, due to its pertinence, openness, identity and efficiency. In China, the whole staff are stipulated to participate the on-the-job training, for which a cycle is usually around 5 years; while in South Korea, a life-long training is practiced and individual development is paid more attention to.In the enrollment system aspect, besides the traditional examination, South Korea also requires an interview and an education ability tendency evaluation to test whether the student does have the quality and the profession view to be a teacher. In the teachers'certification system aspect, China adopts the combination of examination and non-examination, while South Korea uses"the national teacher qualifications test system". In the teachers'appointment system aspect, China adopts appointment system, and the new teacher has a year probation period; while South Korea uses the public employment system that does not have the probation period. In the national assessment system aspect, China didn't have quality monitoring request of teachers'education until 2005, and now it's still in exploration stage; in 1997, however, the South Korean government promulgated the national assessment system for all kinds of educational institutions, of which the second turn of appraisal is carrying on at present.The South Korean teachers'education establishes a complete system within itself and maintains certain independence; and great importance is attached to on-the-job training so that the integration of teachers'education has been promoted. Meanwhile, the systems related to teacher and teachers'education are perfect. All the above make Korean education system worthy of being studied as a model experience. On the other hand, teachers'education in china should persist its present system, in which the independent teachers'training schools and colleges play the main role, while other universities participate positively; but the enrollment and employment system of china demands being reformed so as to construct the high quality pre-teacher troop. What is also important in the developing of Chinese teachers'education is to explore the appraisal mechanism, to perfect the teachers'certification system and encourage innovation, especially of exploring new pattern in training and management. And another crucial measure is to improve the countryside teachers'education and to advance the elementary education development in the countryside area. These are what can be learned by the South Korean teacher'education.