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Abstract
This study examines current trends in multicultural teacher education in Korea and offers directions for improvement. Curricula of pre-service teacher education and professional development programs for multicultural education are analyzed. The results of this study are as follows: first, pre-service elementary teacher education programs mostly offer lower-level survey courses for freshmen and sophomores as electives and as part of general education courses; second, most of the courses in the secondary teacher education programs are introductory courses similar to those found in elementary teacher education; third, professional development programs focus on the children from multicultural families. Suggestions offered for the future direction of multicultural teacher education include offering more advanced courses as requirement in pre-service education focusing on majority group students in terms of multicultural citizenship education.
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Notes on contributors
Kyung-Hwan Mo
Kyung-Hwan Mo is an Associate Professor in the Department of Social Studies Education at Seoul National University. He holds a Ph.D. in citizenship education from the University of California at Berkeley. His ongoing research projects focus on multicultural education, citizenship education, and social studies curriculum.
Jeong-Soo Lim
Jeong-Soo Lim is a Ph.D. student in the Department of Social Studies Education at Seoul National University. Her research areas include multicultural education, critical media education, and social studies teaching. She has published several articles on multicultural education and the social studies.
