I was impressed with both the rigor and efficiency of the Korean public school system. Their students’success is a result of continuous monitoring, reform, revision, and modification based on societal needs.
I was intrigued with the heavy use of educational research and the results of
peer-reviewed studies of different teaching pedagogies, much of it developed in the U.S., in the development and revisions of the South Korean curriculum and teaching pedagogy.
Certainly, parental involvement plays a key role in the success of Korean students, perhaps to the point where both students and teachers feel that there is too much
interest.
Still, enough cannot be said about the emphasis that Korean society places on the quality of its teachers.
As stated by Emma Kim, the founder of Ewha Womans University, “The quality of an education system cannot exceed the quality of its teachers.”
I was impressed with both the rigor and efficiency of the Korean public school system. Their students’success is a result of continuous monitoring, reform, revision, and modification based on societal needs. I was intrigued with the heavy use of educational research and the results of peer-reviewed studies of different teaching pedagogies, much of it developed in the U.S., in the development and revisions of the South Korean curriculum and teaching pedagogy. Certainly, parental involvement plays a key role in the success of Korean students, perhaps to the point where both students and teachers feel that there is too muchinterest. Still, enough cannot be said about the emphasis that Korean society places on the quality of its teachers. As stated by Emma Kim, the founder of Ewha Womans University, “The quality of an education system cannot exceed the quality of its teachers.”
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