The Present Status and Features of Faculty Development in Korea

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  • 韓国におけるファカルティ・ディベロップメントの現状とその特徴
  • カンコク ニ オケル ファカルティ ディベロップメント ノ ゲンジョウ ト ソノ トクチョウ

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Abstract

The purpose of this paper is to review the present status and features of Faculty Development in Korea. First, I examine the terms and concepts of FD and their historical contexts in Korea. The development of FD is divided into three phases: the introduction period (1980s), the development period (1990s), and the growing period (2000s). Second, I review FD activities at the national and institutional level. FD was influenced by the university accreditation system and evaluation policy for improving university education competency and quality. Since 1997, the Center for Teaching and Learning has been established in many universities, and these local centers have been developing various FD programs and providing education opportunities to professors and students. The Korean Council of Center for Teaching and Learning, which is a nationwide network of university CTL, was organized in 2001. Finally, I summarize the challenges confronting the future development of FD. FD has been focused mainly on instructional development and educational technology. Many professors, however, hold negative and cynical attitudes toward FD and have not recognized its necessity. To create a more positive culture for FD, it is very important to improve CTL functions and FD programs based on professor’s needs.

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