Education

PhD, Seoul National University, 1991
Major: Educational Administration and Policy; Thesis: The Logic and Practical Methodology of Educational Policy; Evaluation: Focused on the Evaluation Methods for Policy Norm

MA, Seoul National University, 1976
Major: Educational Administration; Thesis: A Study of Relationships between Belief System and Job-Satisfaction

Bachelor of Earth Science Education, Seoul National University, 1970
Major: Science Education

Experience

• 1978-1979, Researcher, KIRBS (Korean Institute for Research of Behavioral Science)
• 1979-1982, Researcher, KEDI (Korean Educational Development Institute)
• 1982-1985, Assistant Professor, Department of Education, Dong-A University
• 1993, Visiting Scholar, University of Massachusetts at Amherst
• 1994, Director (Advisor), KCUE (Korean Council for University Education)
• 1996-1998, The Head of Student Guidance Center, CNU (Chungbuk National University)
• 1996-1997, The Principal of Planning Board for University Development, CNU
• 1998-1999, Dean of Academic Affairs, CNU
• 1985-present, Assistant Professor, to Vice Prof., to Full Prof., Department of Education, CNU

 

Research and Scholarly Interests

An Exploration of New Paradigms of Teacher Policies for Building a Knowledge-Based Society

I. The Purpose of The Study

The school society in Korea is faced with both internal and external challenges. The first is the need for teacher reform; these needs concentrate on the teacher policy for building a knowledge-based society. The second is the need for the school reform and the restructuring of the education. Major school reform efforts are related to school-based management, school choice, charter, and market approachs to education. This study is to seek the directions and alternatives that can meet the internal and external needs properly. The detailed statement of the purpose is as follows:

The first is reconceptualization of ideas about teaching professionalism and the teacher's role in Korea's future. The second is the reappraising of the teacher preparation system and suggesting a new preparation system and methodology that can lead to qualitative professional responsibility. The fourth is to examine the existing limits and future possibilities of the teacher employment examination system in Korea. The final purpose is to seek alternatives which can secure the educational accountability of school-based management. This study can concretely suggest the direction and vision for a teacher policy which can lead the knowledge-based, networking knowledge, and cross-linked knowledge society.

II. The Contents of The Study:

1) The conceptual framework for teacher education
The model for the teaching professionalism
The model for new teacher's role

2) The present state of teacher preparation
Analysis of what matters most: teacher for Korea's future
New paradigm of teacher preparation system
The limits and possibilities of the teacher employment examination system

3) Case study: Teacher policy and teacher preparation in USA
The teacher preparation program
The professional development school (PDS)
The conceptual framework for the teacher education
The accredited teacher preparation institutions
The state of reform of teacher policy; PDS is one of the strategies that strengthens relationships between public schools and higher education through school-university partnerships to improve the quality of education.

4) School-based management systems and educational accountability
The extent of decentralization: Administrative control, Professonal control, Community control
The level of Participation, Sharing Power, Confidence Sense of Power
The logic and premises of SBM Empowerment: Professionalism, Educational accountability
System of accountability

Other Links

• CHUNGBUK NATIONAL UNIVERSITY, KOREA (Korean text is the default; for English, click on English)
• Department of Education, Chungbuk National Univeristy, Korea