Preservice English-as-a-Foreign-Language Teachers’ Education in Korea: Issues in Policies and Programs

• In Event: Preservice English-as-a-Foreign-Language Teacher Education in Asia: Issues and Perspectives

Abstract

Objectives and perspectives
This paper examines how educational policies have affected EFL teacher preparation programs and practices in Korea drawing on my analyses of two EFL teacher education programs and my review of studies on teacher preparation programs. I conclude by discussing pre-service teachers’ needs for teaching EFL effectively in schools.
A generally accepted truth is that English is the lingua franca of the world and this resonates especially in Korea, where learning English is a paramount educational goal. As such, the role of English teachers is receiving more attention. Consistent with the emphasis on improving students’ communication skills, Korean English teachers are encouraged to teach English using only English as the medium of instruction. In order to increase the quality of English language instruction in primary and secondary schools, current educational policies require that English teachers become raters and item writers for the National English Assessment Test (NEAT), which measures K-12 students’ four language skills in English. The engagement of Korean English teachers in NEAT and implementation of English-only instruction have influenced EFL teacher preparation programs, raising questions about what an effective teacher needs and how teacher education programs can best prepare them to become proficient teachers during undergraduate or graduate study.

Methods and data sources:
The method used in this paper is document analysis. The courses and curriculum materials of two EFL teacher education programs in Korea, together with the NEAT policy documents regarding EFL teaching and learning, were collected and analyzed. Specifically, one four-year teacher education program and one two-year master’s program that offer a teacher certificate in TESOL were included in this analysis.

Findings:
An investigation of the curricula in two EFL teacher education institutions reveals a disconnect between the courses offered and the current educational demands for teachers to effectively teach the four language skills, and to become effective evaluators of the national test. Further, there is a lack of attention to pre-service teachers’ ability in tailoring their lessons to satisfy students’ needs and improve their teaching skills in their assigned educational contexts. Thus, I call for revising the teacher education curriculum and suggest ways to facilitate collaborative relationships between student-teachers and in-service mentor teachers during their practicum or internship practices.

Significance:
This paper explores the need for research on the development of ESL/EFL pre-service and in-service teachers in K-12 schools in Korea. It contributes to teacher education programs and teacher evaluation by providing teachers and teacher educators with supportive feedback and practical suggestions to revise their teaching. This paper offers the opportunity to think about current issues regarding teaching effects and EFL teachers’ professional development in Korea. It also enables teacher educators to come up with specific resolutions to increase the quality of instruction.

Author

• Youngeun Jee, Michigan State University