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http://dx.doi.org/10.5762/KAIS.2014.15.7.4139

A Comparative Study for University of Teacher Education Curriculum and Reform between China and Korea  

Park, Sung-Il (Dept. of Education, Hunan Normal University)
Lee, Jae-Cheol (Dept. of Education, Korea National University Education)
Park, Jung-Hwan (Dept. of Education, Jeju University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.15, no.7, 2014 , pp. 4139-4147 More about this Journal
Abstract
The aim of this study was to review the characteristics of teacher education curriculum and reform tendency between China and Korea. This study used literature analysis of various studies, catalogs, documents of education universities in China and Korea. The results were as follows. Some common features in the teacher education curriculum were observed, such as the purposes of education, constituent area of the curriculum, and subjects, such as pedagogy and practice teaching. Other differences included that China requires more credits for graduation than Korea, but the elective subjects are assigned fewer credits. In both countries, it is necessary to increase the relevant subjects (pedagogy, practice teaching) for the specialty of a preliminary teacher and establish a permanent system for the curriculum needs of students. In terms of reform tendency, both countries should change the training concept and teacher education philosophy, mainly on enhancing quality-oriented education, emphasizing the students' sustainable self development ability, as well as attaching importance to concept of lifelong education. These results are expected to be helpful in improving the teacher education curriculum in China and Korea.
Keywords
Curriculum reform tendency; Teacher education curriculum;
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