Development of a Design Thinking-based Korean Language Curriculum Literacy Program for Preliminary Korean Language Teachers

Abstract

Contemporary educational methodologies and philosophies like Problem-based Learning (PBL) that aim for more student-centred processes for learning, require teachers to assist learners to come to meaningful learning through a thorough examination of the processes used to arrive at their understandings. In this paper, the professional practice examined is that of teacher education, specifically focussing on the concept of curriculum literacy. i.e., the ability to develop, implement and evaluate curricula. The specific real-world context of the person responsible for this professional development is developing curriculum literacy in Korean language teachers. Although national-level curricula present educational goals, content, and methods and the direction of evaluation, there are clear differences from the classroom-level implementation where various and complex elements dynamic classroom instructions are intertwined. Therefore, no matter how well national-level curricula outline the changes of the times and society, the success or failure of education is determined by how the curricula are implemented in practical situations at the school or classroom level. The 2015 revised curriculum recently announced by the Ministry of Education aims to cultivate talented individuals equipped with creative convergent thinking and problem-solving capabilities. Therefore, teachers must have the professional competence to actively develop, practice, and evaluate curricula in the practical educative situations, rather than passively impleDevelopment of a Design Thinkingbased Korean Language Curriculum Literacy Program for Preliminary Korean Language Teachers