Pisa-Powered Excellence: South Korea Teacher Education System
Özet
It is globally recognized that high-quality initial teacher training is a primary catalyst for student achievement. This chapter investigates the extent to which South Korea’s English Language Teacher Education (ELTE) framework underpins the nation’s consistently high PISA performance. Through a systematic analysis of policy and institutional structures, the study identifies a centralized governance model where admissions, curriculum, and professional development are tightly interconnected.
Prospective teachers navigate a rigorous academic path involving advanced linguistics and mentored practicums, supported by formal induction and AI-enhanced continuous development. However, the system faces meaningful challenges, particularly in transitioning away from exam-centric practices and addressing regional disparities. A comparative analysis highlights that while Türkiye could benefit from South Korea’s selective recruitment and systematic practicum, South Korea could gain insights from Türkiye’s localized autonomy. Ultimately, this chapter contributes to the international frame on refining teacher education frameworks and policy.
Yüksek kaliteli öğretmen eğitiminin öğrenci başarısının temel faktörü olduğu dünya çapında kabul görmektedir. Bu bölümde, Güney Kore'nin İngilizce Öğretmen Eğitimi (ELTE) çerçevesinin, ülkenin PISA sınavlarında sürekli olarak yüksek performans göstermesini ne ölçüde desteklediği incelenmektedir. Politika ve kurumsal yapıların sistematik bir analizi yoluyla, bu çalışma, öğrenci kabulü, müfredat ve mesleki gelişim arasında sıkı bir bağlantı bulunan merkezi bir yönetim modelini ortaya koymaktadır.
Öğretmen adayları, resmi oryantasyon ve yapay zeka destekli sürekli gelişim ile desteklenen, ileri dilbilim ve mentorlu uygulamaları içeren zorlu bir akademik yol üzerinde ilerler. Ancak sistem, özellikle sınav odaklı uygulamalardan uzaklaşmak ve bölgesel eşitsizlikleri gidermek konusunda önemli zorluklarla karşı karşıya kalmaktadır. Karşılaştırmalı analiz, Türkiye'nin Güney Kore'nin seçici işe alım ve sistematik staj uygulamalarından faydalanabileceğini, Güney Kore'nin ise Türkiye'nin yerelleştirilmiş özerkliğinden dersler çıkarabileceğini ortaya koymaktadır. Sonuç olarak, bu bölüm öğretmen eğitimi çerçevelerinin ve politikalarının iyileştirilmesine yönelik uluslararası çerçeveye katkı sağlamaktadır.
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