가나와 한국의 교사 자격 정책 비교 연구 : 가나 정책 개혁을 위한 시사점 = A comparative study of teacher education qualification policies in Ghana and South Korea: Implications for policy reforms in Ghana.

다국어 초록 (Multilingual Abstract)

The primary objective of this study is to compare and analyze teacher education qualification policies in Ghana and South Korea. The comparison focuses on four key dimensions, including entry requirements, professional training, certification and licensing, and continuous professional development. The goal is to compare these policy dimensions and explore the implications of South Korea’s teacher education policies that could be implemented in Ghana.
To conduct the analysis, we adapted Bereday’s (1964) four-step comparative model, which involves description, interpretation, juxtaposition, and comparison, allowing for well-structured and organized data for a deep comparison. A qualitative document analysis approach was utilized, drawing from secondary data and literature from both nations.
The findings revealed that while both countries share similarities in their teacher education policies. However, notable differences exist. The analysis indicates that South Korea is characterized by competitive admission requirements, rigorous teacher preparation, a multi-tiered licensing system, and continuous professional development linked to career advancement, reflecting the country’s educational philosophy. Conversely, Ghana prioritizes access to teacher supply, allowing for flexible entry pathways, practice-oriented teacher preparation, a standardized national licensing examination, and a continuous professional development system that is primarily focused on regulatory compliance.
Based on the analysis, the study interprets these findings and argues that Ghana can benefit from selectively adopting certain elements of South Korea's teacher education policy. Suggested adaptations include introducing moderate selectivity mechanisms at entry, strengthening university and school partnerships for practicum, introducing provisional and advanced licensing, and linking continuous professional development with promotion and specialization.
Based on these insights, recommendations are provided. This study highlights how historical, political, economic, and social environments shape teacher qualification systems, offering practical insights for policy reform in Ghana.

목차 (Table of Contents)

• Chapter 1. Introduction 1
• 1.0 Overview 1
• 1.1 Background of the Study 1
• 1.2 Statement of the Problem 5
• 1.3 Purpose of the Study 7
• 1.4 Research Objectives 7
• 1.5 Research Questions 8
• 1.6 Significance of the Study 8
• Chapter 2. Literature Review 11
• 2.0 Overview 11
• 2.1 Theoretical Foundation 11
• 2.2 Review of Related Literature 14
• Chapter 3. Methodology 23
• 3.0 Overview 23
• 3.1 Research Design 23
• 3.2 Data Collection Methods 28
• 3.3 Data Analysis Procedures 31
• 3.4 Validity, Reliability, and Trustworthiness 31
• 3.5 Ethical Considerations 32
• Chapter 4. Results 33
• 4.0 Overview 33
• 4.1 Entry Requirements 33
• 4.2 Professional Training 40
• 4.3. Certification and Licensing: 46
• 4.4 Continuous Professional Development 55
• Chapter 5. Discussion, Conclusion, And Recommendation 65
• 5.0 Overview 65
• 5.1 Summary 65
• 5.2 Discussion 67
• 5.2 Conclusion 70
• 5.3 Recommendations 72
• Reference: 77