• Journal of Fisheries and Marine Sciences Education
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• v.23 no.4
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• pp.673-683
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• 2011

The purpose of this study was to analyze the validity of teacher evaluation policy for professional development and to suggest the ways to improve the policy in school. The teacher evaluation policy for professional development is designed to improve teacher professionalism and quality of school education. For this purpose, A survey was conducted and 361 elementary and middle school teachers participated in Busan. Collected data were analyzed using SPSS WIN 12.0. The conclusions of this study are as follows: First, although teachers are highly interested in the teacher evaluation policy, they have negative attitudes for practicing the new policy. Second, assessors must be composed of reliable, competent experts because teacher evaluation has a great influence on teaching activities. The assessors should be composed of those who have the specialization and reliability on the basis. Also the assessors must be trained to enhance the fairness, objectivity and reliability by rigid discipline. Finally, teacher evaluation policy should be closely linked to increasing teacher's expertise such as training opportunities, teacher consultants, and senior teacher systems and should be widely utilized for the evaluation to be effective.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.508-522
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• 2009

A teacher evaluation system is a hot issue of educational policy these days. Many teachers have opposed teacher evaluation system, but government and many parents have agreed teacher evaluation system. And some people agree teacher evaluation system, but some people disagree teacher evaluation system. The approvers of teacher evaluation system insist that teacher evaluation system can provide the quality of instruction, satisfaction of schooling, and nation's competition capacity. But opponents of teacher evaluation system insist that teacher evaluation system can provide dissatisfaction of teachers' job, excessive competition among teachers, and the failure of educational policy. So, comprehensive studies about teacher evaluation system are needed. The purpose of this study was to investigate that elementary and secondary teachers' recognition about teacher evaluation system. The tool of this study was used questionnaire which was made by researcher of this study. This study indicates as follows. Many teachers opposed teacher evaluation system, because of deficit of validity and reliability of teacher evaluation system. Also, many teachers indicated instruction ability as the most important evaluation standard of teacher evaluation system. And many teachers predicted the dissatisfaction of teachers' job and excessive competition among teachers as a result of teacher evaluation system.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.675-686
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• 2004

The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

• (The)Korea Educational Review
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• v.23 no.4
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• pp.101-133
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• 2017

This Study aims to evaluate teacher policy in the Park Administration and to suggest tasks based on the results. To attain the aim, it describes overall teacher policy process in Park Administration and evaluates teacher policy based on the criteria which was driven from the CIPP model. The conclusions are summarized as follows. First, the environmental suitability of the situation assessment was met in general. The reason for this was that the teacher policy of the Park Geun-hye government was introduced reflecting changes in the environment and demands of policy stakeholders. The validity and feasibility of the policy objective of the input evaluation were not satisfied. There were deficiencies in the objectives of the policy measures. The objectives of the measures were not linked to the policy objectives. The budget necessary for policy enforcement were not secured. In future policy design, efforts should be made to examine whether the policy goals are valid, to secure resources necessary for policy implementation and to increase the feasibility of policies. The procedural rationality of the process evaluation and the suitability of the means were not met. Discussion with the interest group was omitted, it was not clear whether the implementation of the policy was linked to the policy goal. In the future, it will be necessary to focus on procedures such as communication and collaboration with stakeholders, to make immediate revisions in case of problems. The effectiveness and satisfaction of the output evaluation were low. Because the validity of the policy objectives, the suitability of the means, and procedural rationality were not satisfied. In the future, it will be necessary to systematically design policies and communicate with stakeholders in the execution process to prevent policy failures and actively.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.151-181
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• 2016

This study examined professional development systems in America, England, and Australia, and devised ways to enhance early childhood teachers' professional development in Korea. To suggest effective ways to improve current professional development system and its operation, this research aimed to investigate first, advanced professional development systems and policies in three countries, America, England, and Australia, second, the process of teacher qualification and requirements for acquiring teacher credential and its maintenance, and lastly, the effort of quality control for professional development, its operation, and evaluation systems in three countries. Based on the analysis of the three country's systems, five solutions for effective professional development are suggested. First, it is necessary to differentiate requirements for teachers by the level of teacher credentials. Second, an incessant training process for professional development is required. Third, an individualized professional development plan should be set for an individual teacher for the best outcomes in professional competence. Fourth, instructors for professional development trainings are needed to ensure the quality of training. Lastly, individuals, organizations, and policy and its operation systems need to be considered holistically as a whole in the perspective of convergence in policy making and its operation for effective professional development.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.123-144
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• 2017

The purpose of the study was to analyze American teacher quality management system and provide it's implications. For this, the study analyzed the main traits of American teacher policy, Pennsylvania State University's teacher cultivation system, Pennsylvania State's teacher certification, selection, and recruit system, the master teacher system of New Jersey and New York State. The main results are as the followings. First, American teacher policy is variously operated by state government and school district based on variety and autonomy. Second, for teacher cultivation in American teacher policy, the evaluation on the teacher cultivation program of teacher cultivation institute(mainly university) is strictly administrated. Third, for teacher certification, various tests for gaining teacher certificate are administered and standardized tests are used for the tests. Fourth, for teacher selection and recruit, there is no special test for selection and teacher recruit is done by contract. Fifth, for quality management using excellent teacher, America is administering master teacher that is similar with master teacher system in Korea. Finally, the innovation of teacher cultivation institute by introducing Every Student Succeeds Act(ESSA) is anticipated. Based on these results, the implications for Korean teacher policy were provided.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.97-121
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• 2017

The claim that the quality assurance measures towards teacher education institutions tend to be deviated from its original purposes has been raised among international scholars, especially in those countries where prospective teachers are oversupplied. This study aims to analyze the characteristics of evaluation systems of teacher's colleges in South Korea and China from a comparative perspective. Based on six areas such as evaluation authority, purposes, cycle, criteria, methods, result utilization, we describe current practices to draw similarities and differences of the two systems. The analyses revealed remarkable similarities despite the slight differences. First, the evaluation was deviated from the quality assurance and support of the teacher's colleges. Second, the evaluation focused on supervision of the institutions and control of quantitative aspects of teacher's colleges instead of quality assurance. Based on the findings, we suggested some policy recommendations to recover the original purposes and functions of teacher education institutional evaluations in South Korea and China.