• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.161-184
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• 2017

This study aims to draw implications by analyzing the direction of the reorganization of French teacher policy focusing on ESPE which was introduced in 2013 according to the flow of French education reform. When looking at the major changes in the French teacher training system, three revisions have been made over the last 25 years and starting from IUFM introduced in 1991 and through in 2009, ESPE, a new teacher training institute, has been introduced in 2013 and been running. ESPE is an independent professional teacher training institution for educating teachers (from kindergarten to university) as well as education specialists and the understanding of ESPE has a significance in that it can see the direction of reform of French teacher policy in the fact that all advantages of the former system is succeed at maximum and the disadvantages are complemented. When looking at the major reorganization direction of French teacher policy, first, it has strengthened its position as a research teacher by connecting teacher training with the master's degree program. Second, it pursued the balance between theoretical education and field training in teacher training. Third, eligibility criteria of teacher training become diversified and it's downgrading from master degree to bachelor degree. Fourth, teacher training, teacher recruitment exam, master degree in teaching and teacher certification are linked each other. Fifth, teacher training is made in two aspects, teachers as well as education specialists. In conclusion, French teacher policy has a great significance in terms of the fact that the will of reform improving the quality of education ultimately through establishing the status as research teacher and improving the quality of teachers can be seen.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.81-108
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observation and teacher interview, a case of the competencies-based mathematics lessons of one French foreign school was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.57-81
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• 2017

The purpose of this study is to summarise the educational meanings of Official Foreign Language Schools(hereafter, OFLS) in Korea, 1895-1906. Especially, I try to find out the foreign language policy of the Joseon Dynasty and the comparative superiority between six foreign language schools - Japanese School, English School, French School, Russian School, Chinese School, and German School - through the traits of teachers and the change of students numbers at the Regulation Period. As a part of Kabo Reforms, the government had abolished the of Civil Service Examination System and status system, and foreign languages worked as a cultural capital to acquire modern civilization and to escalate one's social status. The results were as follows: Firstly, the OFLS have to be regarded as one of the highest educational institute during the Regulation Period. The eligibility of the OFLS was over 15 years old, but most of the incoming students were over 20 years old. Secondly, many of the OFLS's teachers were specialists of military, diplomat and mechanics. Especially, Martel, the teacher of French school played an important role for the neutral diplomacy policy of the Great Korean(Dae-Han) Empire during the Regulation Period. Thirdly, the recruit of new members of the OFLS was affected by the political and social circumstances at that time. Fourthly, the statistics of incoming students during the Regulation Period was concentrated on Chinese school, French school, and English school in due order. Thus, it differed from the commonly accepted ideas of students' statistics which was concentrated on English School and Japanese School. Fifthly, the OFLS were not only for the training of official interpreters(譯官通事), but also the cultivation of civil servants who could become statesman.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.215-238
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• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some leading countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observations and teacher interviews, the reality of competencies-based mathematics teaching of New Zealand and France was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.