How teacher learning affects teaching quality: The effectiveness of teacher education and professional development on teaching quality in South Korea

• In Event: Diverse Approaches to Teacher Training and Teacher Education: Experiences from the Field

Proposal

The quality of teaching is widely recognized as one of the most essential determinants of student achievement and educational equity (Darling-Hammond, 2017). High-quality teaching fosters not only the acquisition of foundational knowledge but also the development of critical thinking, problem-solving, and other higher-order cognitive skills, which are essential in today’s rapidly changing global landscape. Given its substantial role in shaping student learning outcomes, understanding how teacher learning influences teaching quality has become a central focus of educational research (Hattie, 2009; Shulman, 2013).
In recent years, substantial efforts have been made globally to enhance teaching quality through curriculum reform, the integration of technology, and various pedagogical innovations (Schleicher, 2018). However, less attention has been devoted to the role of teacher learning—specifically, the experiences gained through teacher education programs and ongoing professional development—in shaping high-quality instruction (Desimone & Garet, 2015). The question of whether teacher education and professional development programs are adequately preparing teachers for the complexities of modern classrooms remains a critical area for investigation (Cochran-Smith & Villegas, 2015). Understanding how teacher learning contributes to the effectiveness of instructional practices is essential for optimizing teaching quality, particularly in high-performing education systems like South Korea.
South Korea, recognized for its exceptional performance on international assessment such as PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics and and Science Study) (OECD, 2019), presents an ideal case for examining the relationship between teacher learning and teaching quality. South Korea’s education system, known for its robust standards and centralized management, has long been admired for its ability to deliver consistently high academic results across regions and school types (Chun, 2021). The South Korean government exercises strict control over key aspects of teacher policy, including pre-service training, in-service professional development, qualification standards, salary, and job conditions (Chun, 2021). The centralized system ensures that teaching quality remains uniform across diverse educational contexts, including urban and rural schools, private and public institutions, and schools of varying sizes.
While the centralized system has contributed to South Korea’s high performance on standardized assessments, concern raises about whether current teacher education and professional development programs are effectively preparing teachers to address the evolving needs of the 21st-century classroom. Critics argue that despite the uniformity in teaching quality, many teachers struggle to cultivate higher-order thinking skills (Kim, 2022). The skills, which are essential for success in a knowledge-based economy, are often overlooked in traditional, test-oriented education systems (OECD, 2018; Schleicher, 2018).
Moreover, despite the emphasis on equity in teaching quality through policies such as regular teacher rotation across schools and regions (Kang et al., 2020), questions persist about the extent to which the measures truly address disparities in instructional practices. While teacher rotation aims to prevent inequalities in teaching quality by ensuring that educators do not remain in disadvantaged regions or schools for extended periods, the effectiveness of this approach in improving overall teaching quality remains unclear.
This study seeks to explore how teacher learning—both through initial teacher education and continuous professional development—affects teaching quality in South Korea. By examining the relationship between teacher education, engagement in professional development, and instructional effectiveness, this research aims to contribute to the broader understanding of how teacher learning can be optimized to promote high-quality teaching. In particular, the study will investigate whether current teacher preparation and professional development programs are effective in fostering higher-order thinking skills among students, a key component of educational success in the 21st century.
Given the strengths and challenges inherent in South Korea’s centralized education system, it is essential to critically examine the impact of teacher learning—both through initial teacher education and ongoing professional development—on teaching quality. South Korea’s exemplary performance in international standardized assessments demonstrates the effectiveness of its rigorous teacher preparation and the high status accorded to the teaching profession (Ministry of Education, 2016). Nonetheless, this success raises critical questions regarding whether existing educational practices are sufficiently aligned with the evolving requirements of 21st-century education, which increasingly prioritizes higher-order thinking skills over traditional rote memorization and test performance.
This study seeks to offer a comprehensive analysis of the ways in which teacher learning shapes teaching quality within the context of South Korea’s centralized and performance-focused education system. By examining the alignment between teacher preparation, professional development practices, and the evolving demands of 21st-century education, the research aims to assess the extent to which these practices effectively cultivate higher-order thinking skills in students.

Research Question 1: How does initial teacher education impact teaching quality?
Research Question 2: To what extent does professional development enhance teaching quality?

This study crafts the research questions in order to facilitate a comprehensive examination of how teacher learning mechanisms influence teaching quality within South Korea’s centralized and performance-oriented educational system. Specifically, the study seeks to investigate two key areas: first, the extent to which the structured components of South Korea’s teacher preparation programs—including subject-specific and pedagogical training—contribute to the development of effective teaching practices; and second, the impact of diverse forms of professional development, such as online modules, workshops, and school-based activities, on teachers' capacities to promote higher-order thinking skills and adapt to contemporary educational demands. With addressing these aspects, the research aims to provide significant insights into how well teacher preparation and professional development practices align with modern educational expectations and their effectiveness in cultivating critical 21st-century skills.

Author

• Ari Kim, The Pennsylvania State University