SUMMARY
“EXPLORING INSERVICE TEACHER
EDUCATION IN KOREA”
Arranged to fulfill the Assignment of
“English
Language Teaching
in Asia”
Lecturer:
Luluk Anjarwati, M.Pd.
Member
of 3rd Group :
Bikry Faridatur
Rofiqoh (1723143025)
Zuliana Setyoningrum (1723143194)
Solikha Safira Ahmad (1723143168)
Sabila Rohmatul
Latifah (1723143157)
Pawestri (1723143142)
ENGLISH EDUCATION DEPARTMENT
5-B
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC INSTITUTE
(IAIN)
OF TULUNGAGUNG
SEPTEMBER 2016
EXPLORING INSERVICE TEACHER EDUCATION
IN KOREA
A.
BACKGROUND
Education is an important cultural
element in most Asian countries, as in Korea. Korean students get the high rank
in mathematics, reading, and problem-solving, but they have low rank in English
proficiency. From 2004 to 2005, Korea ranked 93rd among 147 nations.
In 2007, Korea ranked 134th
in the speaking section.
Among many challenges and issues of English education in Korea, the
teacher factor plays a key role in making English education more effective. In
the language classroom, the teacher is being a centre
more than in any other subject.
B.
TEACHER IN CLASSROOM
1.
Influence of Teach
The classroom has been traditionally
teacher-centered, with teachers controlling the subject discussed in the
classroom and dominating the talking time. In the language classroom
specifically, the teacher seems to play a more important role than in the
classes of any other subject and this is related with the teacher’s roles as
the living source of the target language. A language teacher is an influential
component in the classroom because the teacher is the dominant talking and
traditional teacher-centered role in classes can influence the classroom learning environment.
2.
Approaches to Effective Language Teaching
Some approaches that are
used in English Language Teaching in Korea:
a. The Grammar Translation Method
The
grammar translation method focuses on the study of grammar and the application
of grammar rules while translating passages from one language to another. In
this method, detailed explanations of grammar are given to the students with
reading selections, which usually consist of a list of translated new
vocabulary.
b. The Direct Approach
The
direct approach is the main method in the ‘English village’ concept in Korea. ‘English
village’ in Korea were started as an alternative for the growing number of
Korean student who were going to English speaking countries to study English.
c. Comprehension Based Approach
Comprehension
based approaches prioritise receptive skills (listening and reading) over
productive skills (speaking and writing).[1]
This method was developed by Asher in 1974 who believed that most grammar and
vocabulary could be though through the use of language in its vital form used
by the teacher. The use of this method in Korea is evident in English villages
where the teacher teach students during cooking lesson, drama and music,
science and invention, art culture and entertainment, homeroom and action time.
d.
Communicative
Approach
The communicative approach views language as a social value where
the learner wants to be able to communicate in the target language and will
work in small group to inform each other in the target language as they have
communicative purposes.
C.
TEACHER EDUCATION
Classroom is a place where
interactions are appearing, the teacher plays an crucial role in the socially
complex environment. Therefore, training teacher is also important in the
language classroom.
1.
Two Key Concepts
The two key components consisting of educating
English teacher are “content” and “process”, while content is a subject matter
knowledge, skills or technique obtained in the teacher education institution.
The majority of research done in Korea has been concerned with content that is,
subject matter knowledge, characteristic of good English teacher.
2.
Current Model of Teacher Education
Wallace suggested that
there are currently three major models of professional education : the craft
model, the applied science model, and the reflective model.[2]
The craft model
This
model was a traditional and basically a model of showing and telling.
The Applied Science Model
This
model develops its authority from the achievement of empirical science.
The Reflective Model
The first kind, received
knowledge, consists of facts, data and theories, often related to some kind of
scientific research. The second kind, experiential knowledge:
“Knowing-in-action”.
Since the Communicative
Language Teaching (CLT) approach was introduced, great attention has been
focused on the question of hiring native English-speaking teachers and communicative
competence became a focus. The significance of learning and teaching English
has been emphasized because it enables relationship and communication with
people all over the world.[3]
The purpose is to help the development of students’ English speaking
proficiency, English communication ability, improving cultural awareness,
develop the English text books and some materials, and improving English
teaching methodologies. Before hiring the teachers, the teacher education and
the needs should be observed.
The needs of in-service teacher education
strongly proposed at the beginning of the 1980s.[4]
There are some needs of in-service education, the first is how to expose to the
new and specialized knowledge, attitude, and even technology. The second is the
needs of competence in leadership and management. The third is the ability of
problem-solving, which can be used to solve the problems of social issues.
D.
TEACHER EDUCATION IN KOREA
1. History of Teacher
Education
The first national teacher education
institution in Korea was Hansung Normal School, established at Seoul in 1895. The
students were trained for four to five years to be primary school teachers. The
institution as the secondary level lasted until 1945 when the Japanese colonial
rule ended.
In 1946 after Korea was liberated, the Korean Education
Council finally applied the system of ‘normal school’ for the training of
primary school teacher, and ‘college of education’ for the training of
secondary school teacher. Many intelligent students applied for colleges of
education in high competition. The first three institutions for secondary teacher
education were Seoul College of Education, Daegu College of Education, and
Gongju College of Education.[5]
In 1985, Korean government founded the Korea
University of Education which was seen as the future development of teacher
education. The specific goal of the Korea National University of Education is
in-service training of teachers at all school and develops the programs for
retraining, and seeking the development of teaching competence and
professionalism.
2. Challenges of Teacher
Education
Choi, Chung, and Chung stated that there have
been challenges regarding teacher education: no consistent effort on change, no
concrete strategy of quality control for teacher education institutions, and no
proper teacher training based on reflective teaching.[6]
Chung also discussed some issues about the systematic way of developing teacher
education in Korea. Firstly, systematic teacher training should be focused on
the most up to date and effective system. Secondly, it should reflect on
practical knowledge beyond academic knowledge, giving a rise in deep thinking.
Thirdly, Chung also mentioned that, as the new system of new teacher education
institutions are developing, it should focus on how good teachers.
Beside those challenges, there are some
problems in teaching education. Teacher education has crucial challenges. One
of those is deficiency of studies. It makes the teacher must be able to perform
various studies, even it may not use in teaching practice. The conflict between
communicative focus and exam-oriented education also become a problem.
3. New Policy of Teacher
Education
In 1986, some policies are established for improving the system of
teacher education. The policies are about recruitment methods, selection
methods, exemption the tuition, the service of teaching profession after
graduation, improvement of management effectiveness of curriculum, graduation
and certification system, certification and employment system. About the
English teacher, just one native speaker English teacher per school. English
teacher can apply with some qualifications. The first is hold a minimum of
degree from an accredited university. The second qualification is being a
citizen from country which has English as its official language. The teacher
must be fluent and proficient in English grammar and structure, and be able to communicate
fluently. Teacher must have the ability and willingness to adapt to Korean
culture. The last qualification is meet the criteria of eligibility for work
visa.
Entrance examination
contents in Korea are same, except for the practical skill in colleges of arts
and physical education. Potential students of education colleges are selected
by scholastic achievement. A comprehensive selection system was development in
the beginning of the 1980s to select the qualified students. A recommendation
letter from the principal can strengthen the students to be selected. Most
teachers who apply for primary school are educated in teacher’s colleges. Although
the school has a good election system, but the school have bad system to divide
the period for each subjects. It makes the teacher feels disappointed because
the material that is conveyed doesn’t meet the maximum result.
Standard of teacher applicant for secondary school is emphasized in the
scholastic achievements. Graduates of education of colleges are not given
certificates when they finish their study, but they must take pedagogical
courses. They have to get at least ‘B’ grade in major subjects and teaching
profession subjects to be certified. Not only as a secondary school teacher,
the teacher can teach the students of private education. It is because English
needs to be taught for highest score at the secondary school level. That is why
so many Korean students take private English lesson.
The Ministry of Education, Science and
Technology (MEST) set up in 2007 the plan to implement ‘The Reform of Teachers
Policy’ which is composed some items among the following areas: pre-service
teacher education, in-service teacher education, promotion, and appointment of
principals. With respect to English education, it is notable that MEST decided
to build the system of Teaching English through English (TETE). However, it
found that English teachers are under motivated to use English and are also not
capable of using English in class.
MEST
now feels the necessity to expand the TETE hours for students to be exposed
much more to English. To make this happen, MEST has made four strategies with
regard to English teachers: intensifying English teacher training, recruiting
English Specialty Instructors, systematic screening and management of English
native speaking teachers, and the task of ‘Teach and Learn in Korea’.[7]
E.
PRE-SERVICE TRAINING VS. IN-SERVICE TRAINING
The knowledge and experience are
the main point of education for beginner teacher. The teacher needs training
programs for their experienced. In-service teacher education is the study that
focusing on training experienced teachers.
It is use in a given situation with some techniques and to engage
teachers in process of critical thinking upon their current teaching beliefs
and practices. Whereas the breadth and opportunity of the various disciplines
which become teacher background knowledge is pre-service training. It is use to
develop their skills with enough knowledge.
1.
In-service Training in Korea
There are two kinds
In-service Training in Korea, that is Training for Certificate and Training for
Teacher development.
a.
Training for Certificate
This training is generally targeted at
improving culture of teacher either that improving practical skills. This
certificate takes about 180-200 hours of study and it is usually offered during
vacation time.
b.
Training for Teacher development
This training is targeted at improving various
specific techniques specialties, such as speaking ability, developing multimedia and developing
material. This training ranges from 15-120 hours during semesters and vacation.
2.
Challenges of In-service Training in Korea
Teachers training program in Korea is not
satisfactory so the practical is unsuccessful, except the Intensive English
Teacher Training Program (IETTP). Beside that, the government does not spend
enough money on teacher education. Teachers are following this training only to
improve their job.
3.
Steps for Better In-service Teacher Education
There are four effective in-services teacher
education, those are:
a.
Field-centeredness
Teacher
education curriculum should focus on the teaching field. Both pre-service and in-service
training should reflect on what going on in the field.
b.
Networking
Networking
between teacher and teacher, and between school and school is having various
learning effects on teachers through shared curriculum and stimulation. This
networking makes possible reflection about activities in class.
c.
Continuity
To
be a competent teacher, one-time training is not enough, it is comprehensively
accomplished throughout one’s whole life.
d.
Reflective Teaching
The
action of thinking deeply or carefully about something and a process that
involves looking back and re-creating thoughts upon teaching is Reflective
teaching. In other words, awareness of and analyzing what one has done or what
one is doing in relation to teaching also reflective teaching certainly has
critical perspective on his/her teaching.
F.
REFLECTIVE TEACHING IN KOREA
Chang conducted an investigation
with a group of foreign language teachers during a two-week teacher training
course. She suggested that diaries can be used as valuable tool in encouraging
the language teachers to reflect on language learning and teaching processes as
a part of a teacher training course.[8]
1.
Challenges of reflective teaching
The questionnaire
focused on how they felt about teacher development including reflective
teaching. The practical ways of approaching teacher development into four groups:
Individual-Observing, Individual-Doing, Collaborative-Observing,
Collaborative-Doing. The result of Lee’s study showed three outcomes. Firstly,
teachers preferred individual activities to collaborative ones to promote
professional development. Secondly, an influence of professional development
activities was noticed in the changes concerning methodology perception and
attitudes, but not in actual teaching. Lastly, secondary school teachers
regarded the washback effect of tests, administrative management, and school
culture unfavorable to professional peer collaboration as major factors inhibiting
professional development. Recognizing the need of teacher development and
method sharing among teachers are necessary to consider first in reflective
teaching.
The reasons that prevent teachers from being
actively involved in reflective teaching, firstly, the teachers are so intently
focused on entrance exam to the next level, that it is difficult for them to
find the time for teacher development. Almost of teachers in the study think
that administrative management and chores are a huge difficulty to teacher
development in Korea.
G.
CONCLUSION
Great effort has been made concerning
English education in Korea over the past fifty years. However, the results are
not as successful as they might be expected. As a teacher is important, teacher
training is also important in the language education. Teacher education in
Korea has been neither effective nor practical. There are several reasons for
this. Firstly, the training tends to be concerned with the theory rather than
practice. Secondly, the training programs, which are usually conservative, have
not caught up with the rapidly-changing world. Thirdly, the government does not
invest as much money into teacher education as it needs to. Lastly, even though
the purpose of in-service teacher education is to participate teachers in a
process of critical thinking on their current teaching beliefs and practices,
teachers seem to be losing their identity and are not motivated for teacher
development.
More surprising is that the
majority of teachers in the study are not likely to collaborate with colleague
teachers. Also, teachers often do not have time to concentrate on teaching with
reflection as they do not think they are involved in effective time management
at school. The situations in the educational context of Korea should be
flexible in helping teachers to be involved in reflective teaching practice.
References
Gavran, Sunny. 2013. The Importance of English Language Learning and
Teaching in South Korea. Thesis. Victoria University.
Taeyoung, Kim. 2014. Differences in Demotivation Between Chinese and
Korean English Teachers: A Mixed Methods Study. The Asia-Pasific Education
Researcher. Chung-Ang University.
The
Asian Association of Teachers of English as a Foreign Language. 2009. English
Language Teacher Education in Asia. Seoul: eduKCL.
Unesco. 1990. Innovations
and Initiative In Teacher Education In Asia and The Pacific Region. Bangkok: Unesco Principal Regional Office for Asia and
The Pacific.
[1] Sunny Gavran, “The Importance of English Language Learning and
Teaching in South Korea”, thesis, Victoria University, 2013, page 34.
[2] The Asian Association of Teachers of English as a Foreign Language,
English Language Teacher Education in Asia, (Seoul: eduKCL, 2009), page 53.
[3] Taeyoung, Kim, “Differences in Demotivation Between Chinese and Korean English
Teachers: A Mixed Methods Study”, The Asia-Pasific Education
Researcher, Chung-Ang University,
(2014), page 6.
[4] Unesco, Innovations and
Initiative In Teacher Education In Asia and The Pacific Region, (Bangkok: Unesco Principal
Regional Office for Asia and The Pacific, 1990), page 58.
[5] The Asian Association of Teachers of English as a Foreign Language,
English Language Teacher Education in Asia, (Seoul: eduKCL, 2009), page
55.
[6] The Asian Association of Teachers of English as a Foreign Language,
English Language Teacher Education in Asia, (Seoul: eduKCL, 2009), page
56.
[7] The Asian Association of Teachers of English as a Foreign Language,
English Language Teacher Education in Asia, (Seoul: eduKCL, 2009), page
57.
[8] The Asian Association of Teachers of English as a Foreign Language,
English Language Teacher Education in Asia, (Seoul: eduKCL, 2009), page
62.
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