Comparative Study On Teacher Training Policies Between China And Korea

With the continuous social change and updating of knowledge, the demand of human resource keeps increase, and training a team of high-quality teachers, is the key point of national education development, education improvement, and training talent. Pay attention to and strengthen teacher education research is the objective requirements of education innovation and reform of China and Korea.Although Chinese and Korean is different, they all belong to Eastern culture, and they share.a common historical and cultural background. In Asia, Korea is one of the countries that are most affected by China's Confucian culture. High level of respect of teachers and education of Confucian culture still has profound influence to both countries in modern time. And in terms of education history, there were a lot of similarities between the teacher education systems of the two countries. First of all, they were all formed under the influence of other countries. South Korean's educational system was formed by learning from Japan and the U.S. education system, while China learned from Soviet Union, the U.S and Japan. After a series of reforms of teacher's education system since the reform and opening up of China, the teacher's education system has changed from a closed system to an open and integrated system. The teacher's education of-South Korea has also changed from a closed form into a hybrid form. Although there are differences between teacher's education system of China and South Korea, they all have recognition of the importance of teacher and the tradition of respecting teachers.Based on the education policy theory, teacher professional development theory, motivation theory, this paper discussed the backgrounds of teacher's professional development policies, reviewed the developing history of teacher's education of China and South Korea, and analyzed the existing policies(China 14, Korea 12) using literature, comparative, theoretical analysis and other research methods, and compared the purposes of policy development in terms of teacher's professional development rights, training types and methods, treatment, resources, regulations of management and evaluation.The following conclusions were drew through a detailed comparative analysis of teachers'training policy contents between China and South Korea:The teacher's training policies of China and South Korea pursuit the same ultimate goal:to improve the quality of teachers, but there are differences on the specific purpose statement, Chinese teacher's education policy has stronger directive purpose, which has more requirements and less guarantee to teachers, and focuses on improve the overall quality of all teachers, and attempts to train outstanding teachers that influences all; while teacher is the center of South Korean teacher's professional development policy, it focuses on personal choice, and teacher's training is voluntary, it pays attention to lifelong training and providing broad platform.The two countries have sought protect teacher's professional development right through law, but the focuses were different, and the occupational outlooks were therefore different. In terms of Chinese policy, teacher is a common career, and they have the obligation to take training; while Korean policy is teacher-centered, it focuses on protecting the interests of individual teachers, highlighting the personal choice, the trainings are voluntary, teachers are professional career.Both countries are focusing on protecting the treatment and resources of teacher's training, but the degree of details are different. Chinese teacher's training policy is more general because of its huge territory and the huge difference between different areas, therefore there are the drawbacks of poor feasibility, less suitable and serious lag issues; South Korea provided more refined, and updated policy mechanism to facilitate the cooperation of the teacher training institutions, teacher's school and related agencies.Both the two countries expected to strength the supervision and promotion by developing management and evaluation policies of teacher training, but the levels of details are different. Now, there are less policies regarding the management and evaluation of teacher's professional training in China, there no clear management regulations of training institutions and evaluation of teachers performance; South Korean implements evaluation of training certification system, teachers training credit system, and comprehensive assessment system of teacher's performance, its assessment management system is comparatively completed.