• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.353-359
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• 2020

The purpose of this study is to analyze the TPACK differences between pre-service and in-service teachers in China, and determine demographic influence variables on the differences between them. The participants of this study were 567 teachers, including 335 pre-service teachers and 232 in-service teachers from Ningxia, China. The results are as follows: First, The in-service teachers in the seven areas of TPACK scored higher than those of pre-service teachers; Second, The comparison of the average difference between teacher division and gender shows that the two factors have an interactive effect on TK. This study is meaningful because it compared the TPACK differences between pre-service and in-service teachers, and found out the effect of gender interaction on the differences in China; It provides practical suggestions for improving the TPACK ability of Chinese teachers. Finally, the discussion was conducted based on the results, and a follow-up study was suggested.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.53-75
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• 2018

This study explores and compares how rural teachers and Chinese newspapers representing the dominant ideology of the state and the local government construct left behind children's problems and solutions. I draw on teacher interviews in two rural schools and the reports of three major Chinese newspapers (2011 to 2015). Teacher and media narratives largely agreed that parental absence and negative mental health consequences were the biggest source of the problem, placing the blame largely on families. However, the narratives diverged when discussing solutions as teachers largely sought institutional structural solutions while the media emphasized the individual role that volunteers could play. School-based activities and teachers' contributions extensively discussed in teacher interviews were muted from newspaper reports that emphasized contributions from government officials and local representatives.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.249-272
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• 2018

The purpose of this study is to analyze which group led the process of agenda setting of teacher's certification system in China from 1978 to 2018 using the Cobb & Elder's theoretical model. The period of about 40 years from 1978 to 2018 is divided into the introduction period of teacher's certification period (1978~1992), transition period (1993~1998), and stabilization stage (1999~2018). The agenda setting process was analyzed. As a result, the group that led the process of agenda setting of the Chinese teacher's certification system varied according to the period. The introduction period of teacher's certification system was analyzed as 'Inside Access Model' led by policy makers and government, and the transition period was confirmed as 'Mobilization Model' led by Chinese government and Ministry of Education. The stabilization period was analyzed as 'Outside Initiative Model' led by various groups such as mass media, researchers, and government. It was found that the process of agenda setting of teacher's certification system had been changing toward democratization according to the degree of development of Chinese society, and the quality control of teacher certifications had been strengthened.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.137-163
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• 2018

Regarding professionalism of primary teachers, a dispute over professionalism as classroom teachers versus as subject teachers has been amplified past decades. However, these controversies tend to be resolved mainly by theocratical, political, and systematic facets. In other words, discussions on professionalism of primary teachers have been explored in various aspects, but they have not much focused on teacher preparation programmes. Moreover, although from a comparative educational point of view some research focus on teacher preparation programmes in North Americas and European countries, comparison studies of the programmes in East Asian countries, such as China, Japan and Korea have been rarely conducted. The aim of this study is to compare teacher preparation programmes between Korea and China, and based on what the research found we attempt to understand Korean programmes from a new perspective. Selecting each of 13 teacher educational universities in two countries, we analyse documentations of the universities in which the educational aims, proportions of curricula construction, curricula requirements, and types of subjects are presented. Our research offers implications for future revisions of teacher preparation programmes.

• Korean Journal of Comparative Education
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• v.24 no.6
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• pp.163-185
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• 2014

Along with concerns about deteriorating social and economic status of teachers around the world, Master Teacher System(MTS) has been considered as one of the alternatives to transform teaching profession into a more attractive job. In this study, the conditions and problems associated with the MTS in China is analyzed to draw implications for South Korea, which recently legalized the MTS. Research framework including four research questions is developed based on the controversies surrounding MTS of South Korea. The main findings show that the MTS in China was introduced to improve teachers' social and economic status along with the quality of prospective teachers. A very small number of master teachers are selected through rigorous standards including longer service period. They are given additional monetary and non-monetary compensations in return for their teaching-learning leadership and responsibilities. As highly respected educators, they enjoy the lifelong benefits, although they are annually evaluated. It is evident that the MTS has contributed to improving the attractiveness of teaching profession in China. Nevertheless, there are many problems associated with selection standards and methods of master teachers, their roles, compensation, evaluation and terms of service. Recent criticism due to changing circumstances surrounding education in China makes the MTS more questionable. Based on the findings, major implications for future directions of MTS of South Korea are drawn and suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.7 no.6
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• pp.1249-1256
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• 2006

Informationization level is a very important factor for evaluating the national power and modernization. Informationization propulsion is also important strategy for economic and social development. National informationization is depend on educational informationization and educational informationization is depend on teacher education informationization(TEI). So China steadily carry out the teacher education informationization. In this study, We are concerned about the significance, necessity, general rule and process of TEI. The propulsion systems of TEI are infrastructure, data developing, knowledge and usage of information technology, systematic study, standard and evaluation of TEI.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.80-90
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• 2021

The purpose of this study is to find out the differences and commonalities between Korea and China by comparing the objectives, contents, and models of in-service teacher education. Through the differences and commonalities, it is intended to present a revelation point for the education of incumbent teachers in both countries. The research results show that in China, teachers' moral education and subject knowledge are emphasized, while in Korea, teachers' cultural competency and major knowledge are emphasized, and the specific training content and completion time are all precisely stipulated. Based on their research capabilities, the Chinese side was asked to provide individual-centered training support, and to the South Korean side, they were asked to suggest new points, such as substantiating the cooperative system between educational and training institutions.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.487-509
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• 2022

The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.

• Journal of the International Relations & Interdisciplinary Education
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• v.3 no.2
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• pp.47-66
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• 2023

The purpose of this study is to observe teachers' perceptions of career education for incumbent Chinese general high school teachers.This is because no matter what the curriculum on career education looks like, career education can eventually be conducted in various directions according to the perception of teachers who provide career education. The survey categories to examine teachers' perceptions are largely divided into five categories: experience/current of career education, importance of career education, necessity of career education, difficulty in the implementation process, and method of implementation. Currently, the Chinese government strongly encourages career education, but it lacks the ability of teachers to stockpile expertise in the field.In addition, teachers showed a high awareness of the effectiveness of career education, but they expressed difficulties in recognizing how to develop vocational career skills. This study is meaningful in that it suggested the direction of improving career education through a survey of teachers' perceptions that determine the realization of career education in a situation where career education research itself is very weak for teachers in general high schools in China.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.470-480
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• 2020

The purpose of this study was to investigate the perceptions of multicultural education for pre-childhood educators in Korean and Chinese, and to explore the direction of multicultural education. The subjects of this study were Korean and Chinese college students enrolled in the Department of Early Childhood Education, and the t-test and chi-square test were conducted on the questionnaire. The results of the study were as follows: First, there was no significant difference in the two groups' interests in multiculturalism and their perceptions of multicultural children and their families, but there were some differences. Overall, Korean students were positive about multicultural children and families. Second, there was no significant difference between the two groups in the recognition of the necessity of multicultural education, but Korean students were more positive. Third, the need for multicultural education did not differ between the two groups. Through this study, it was found that in order to revitalize multicultural education, it should be made in the direction of improving multicultural efficacy with practice-oriented education rather than theory-based education.