A Comparative Study on the Teacher Qualification System in Korea and China

Objectives This study aims to provide meaningful content that can be used as a reference for the development of educational specialization in the development of high school teachers' qualifications by presenting differences in structural, compositional, and technical dimensions and future development directions through a comparative study of the teacher qualification system between Korea and China for educational development. Methods To this end, literature data on the teacher qualification system in Korea and China were collected as much as possible and conducted as a comparative research method. Through the analysis framework of multidimensional theory such as Cooper, the process of historical transformation with implementation organizations or institutions of the teacher qualification system in both countries, the benefits and acquisition process of the teacher qualification system, and the actual use in the educational field were analyzed. Results As a result of the study, Korea has maintained the quality of education by relying on teacher training institutions such as the College of Education, the College of Education, the Graduate School of Education, and the completion of teaching courses, and has reformed the teacher qualification system earlier than in China. If Korea passes the appointment test, it becomes an educational official, but in China, the appointment test and the civil service test are completely separated. When it comes to cultivating teachers, Korea places importance on the ability and level of knowledge of teachers, and China places more importance on cultivating teachers' professional and ideological character. Conclusions For educational development, it is necessary to raise interest in the training of learners to become teachers, introduce a teacher training curriculum suitable for national standards or regional units, and strengthen the expertise of teacher training institutions.