Standards for professionalization of mathematics teachers: policy, curricula, and national teacher employment test in Korea |
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Authors: | Oh Nam Kwon Mi-Kyung Ju |
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Institution: | (1) Seoul National University, Seoul, Republic of Korea;(2) Hanyang University, Seoul, Republic of Korea; |
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Abstract: | International comparative studies such as the Trend in International Mathematics and Science Study (TIMSS) and the OECD Programme
for International Student Assessment (PISA) indicate that Korean students have consistently performed well. In addition, a
recent study titled Mathematics Teaching in the 21st Century (MT21) compared prospective teachers’ knowledge and beliefs about teaching and learning in six participant countries, reporting
that Korean prospective secondary mathematics teachers were better prepared than those in other countries. In this context,
this study has examined the curricula for mathematics teacher education and teacher employment tests in order to investigate
the social expectation for teacher professionalization in Korea, particularly focusing on teacher knowledge. The analysis
shows that while elementary mathematics teacher education emphasizes pedagogical knowledge, the secondary mathematics education
curricula are highly content knowledge oriented. However, the secondary mathematics teacher education includes various aspects
of pedagogical content knowledge in its curricula and teacher employment test. This research also identifies the discourse
concerning mathematics instruction for diversity and equity and the emphasis of reflective practice as the significant development
of the current Korean teacher education. |
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