Graduate School of Education

Course description

Classification	Note
Understanding Christian Worldview	This course aims to review each person's worldview that acts as the basis of one’s life, founded in a biblical perspective. It introduces the meaning of worldview, the biblical worldview (creation, fall, salvation, and completion), and their applications. It also focuses on establishing one's identity as a Christian and on analyzing and overcoming other worldviews.
Biblical Studies	The purpose of Biblical Studies is to study the Bible intensively, and various topics are conducted each year. In 2105 the school will conduct an introductory study of the four Gospels. Although the Gospels present one Jesus, each Gospel has a different perspective and emphasis. This course focuses on how each Gospel shows Jesus from its own perspective and emphasizes the discipleship that follows Jesus, rather than a detailed analysis of each Gospel. To this end, this course will be conducted with the following three objectives: (1) creating familiarity with different approaches through synoptic problems and practical analysis, (2) examining the image of Jesus and discipleship shown in each of the Gospels, and (3) connecting the theological emphasis of each Gospel to life and ministry.
Principles of Teaching and Learning	In this course, students will examine their theoretical understanding and approach to learning. Students learn about the transmission of learning, the brain and thinking, the influence of learning and emotion, environmental design, and various other examples according to recent research results in the cognitive domain. Students will consider each topic from a Christian worldview perspective.
Philosophy of Christian Education	Philosophy of Christian Education covers the Christian worldview necessary for Christian school education, the purpose of education, curriculum, understanding of learners, educational methods, and educational evaluation. This course examines the basic elements of Christian educational philosophy in order to present one's educational philosophy clearly and consistently according to the Christian worldview, and examines how these elements and Christian faith affect educational theory and practice.
Calling and Teaching Profession	In this course, students will deal with the mission of Christian teachers and the conviction of faith as Christians. In addition, this course aims to have a good spiritual influence on students in each education field through detailed research on spiritual principles.
Curriculum Development & Reconstruction	This course deals with the skill of reorganizing the basic knowledge and curriculum and the skill of developing a new curriculum based on the Christian worldview perspective. First, the course will investigate various perspectives on developing curriculums, and then help understand the uniqueness of the Christian worldview and the development principles and processes of the lecture-centered curriculums.
Curriculum Seminar	Learning achievement evaluation is a specialized educational activity in which teachers systematically evaluate their own curriculum, which steadily develops the quality of education. In this course, educators will be instilled with the upright view on learning evaluation, acquire relevant elementary skills, and design a systematic learning evaluation to be applied in practice.
Content Area in Social Studies	- Human and Society This course deals with the various efforts that mankind has made to improve welfare. More specifically, it deals with social problems that adversely affect human welfare, the various approaches to their solutions, and theories related to worldviews and fundamental ways of thinking. The course will particularly investigate the difference between the approach of the Christian worldview and social welfare regarding social problems. - Economy and society This course deals with in greater detail the basic concepts of economics, especially supply and demand, price control and taxation, competition and monopoly, final demand and supply, economic stability based on financial policy, and impact of international trade. Furthermore, students will have the opportunity to study economics from a biblical perspective through projects. - Culture and society This course analyzes and investigates various cultural phenomena and social influences from the Christian worldview perspective.
Content Area in Sciences	This course aims to learn the content and methods of science education through basic analysis of worldviews that deal with hypotheses and explanations of scientific phenomena, all the while studying the existing science curriculum. This course focuses specifically on biology and chemistry.
Course Design	This lecture follows the belief that Christianity is a religion of communication, that God's love is realized through various media. In this course, students will reflect on the educational changes caused by the development of digital technology and media. The course will proceed as a practicum, implementing educational design based on the ASSURE model along with a basic understanding of educational design.
Introduction to Bible and Theology	This lecture aims to nurture Christian educators equipped with basic knowledge of the Bible and theology. The course aims to apply theology and the Bible to the educational setting. This course enables educators to teach based on biblical principles in their classes.
Instructional Methods	This course is designed to teach teaching methods and class guidance that relate knowledge to actual class situations. In this course, students will learn various lecture methods as well as specific methods to induce active participation. It also provides an opportunity to acquire new educational methods such as “flipping learning” and understand their application in the Korean educational system. Students will learn the concepts and methods of teaching lectures and analyze videos recorded from actual classes. Furthermore, students will train to analyze their own teaching skills and to advise on the teaching skills of their peers.
Education Research & Evaluation	This course will teach the most frequently used qualitative and quantitative research methods in the field of education. It will cover basic knowledge of research methods (basic concept, form, process), quantitative methods (question writing, reliability and validity verification, sampling, etc.), data collection methods (measurement, interview, observation, experiment, content analysis, evaluation), and the basics of qualitative research. Furthermore, this course will invite its students to propose specific applied research that could be used in the educational world to enhance understanding of basic concepts.
Thesis1, 2, 3	The purpose of this course is for graduate students to materialize their theses through regular discussions with their supervisor regarding their topics, related theories, research procedures, and research methodologies.
Project 1, 2, 3	This course is a project-type course that conducts field research on the problems of teaching and learning that occur in schools. In particular, it focuses on topics related to the development and reconstruction of the curriculum from a Christian perspective. The course will go through the process of exploring project topics, developing research questions, finding research methods, conducting field implementation, analyzing results, and presenting project results.
Education Field Practicum	Education Field Practicum is conducted by participating as a student teacher at a partner school for educational practice for a certain period of time. In addition to observing other teachers’ classes and practicing actual classes to receive feedback, students will examine counseling and guidance practices, school administrative system, and characteristics and operation of teachers’ community and integrate them with contents of each subject studied at the Graduate School of Education. Students will summarize their experience, analyses, and considerations in the educational field practice on their teaching portfolio and submit them as their final assignment.
IB DP Curriculum Design and Delivery	- International educators recognize that in order to develop students’ knowledge, understanding, skills, and attitudes, the focus of education must be placed on learners and learning. Designing and delivering a curriculum with these factors in mind is essential for the International Baccalaureate (IB) World Schools. - This course will focus on the approach, strategy, and system used by the IB World School to design a curriculum written, assessed, and taught reflecting the students’ diverse learning needs, cultural values and backgrounds, and language proficiencies. - This course will also focus on developing practical knowledge of how the IB DP Programs are designed, interpreted, and implemented at the IB World School and how they can be assessed to support student learning.
IB DP Learning and Assessment	- This course prepares educators to assess, evaluate, and reflect on teaching and learning within the IB DP Programs. - It focuses on developing an understanding of the interrelationships between teaching, learning, and assessment, and provides an overview of the different assessment approaches applicable in IB DP and PYP. It will also consider assessment methods that support the learning needs of diverse students. The examination of the process of reflective practice for both students and educators in the context of international education and its role in enhancing teaching and learning will serve as the major focus of this course.
IB Teaching and Learning in IB programmes	- IB Teaching and Learning explores the philosophy, rationale, and methods for teaching IB curriculum to students. - It explores knowledge and skills for effective and diverse teaching strategies, with an emphasis on developing a deep understanding of the relationship between teaching and learning in all IB programs (PYP, MYP, DP).
Developing IB Professional Learning Community	- Collaboration, investigation, and reflection are three ways that can improve the quality of school education and student learning. In particular, reflection serves an important part in the process of reassessment and consequently improves educators’ quality of teaching for the sake of achieving appropriate learning objectives. - Teachers who reflect individually and with their peers can model effective learning strategies for their students and deepen their understanding of good teaching practices. Through reflection, individual or in-group, educators can have a lasting impact on learning by developing and shaping personal, autonomous, and critical stances to offer diverse perspectives on a range of issues, policies, and developments in the IB program.
IB PYP Curriculum processes	- International educators recognize that to develop knowledge, understanding, skills, and attitudes in their students, the focus must be on the learner and learning. Demonstrating an understanding of the IB’S programme curriculum frameworks and the processes that underpin and connect them is thus an integral part of the knowledge that an IB teacher should possess. Designing and delivering a curriculum with these elements in mind is integral to the International Baccalaureate (IB) World School setting. - This course focuses on the approaches, strategies, and structures used for designing curriculum for transdisciplinary learning in IB World Schools, including curricula that are responsive to learners’ diverse learning needs, cultural values and backgrounds, and linguistic competencies. This course will focus on developing practical knowledge of how the IB Primary Year Programme is designed, interpreted, and implemented in IB World Schools and how it can be assessed to support student learning.
IB PYP Learning and Assessment	This course prepares educators to assess, evaluate, and reflect on teaching and learning within the International Baccalaureate (IB) Primary Year Programme. Through a focus on developing an understanding of the purpose of assessment and its relationship to and implications for planning, learning and teaching. This course provides an overview of the many and varied approaches to developing assessment strategies that can be used in the IB Primary Year Program. Consideration will also be given to assessment practices that support various student learning needs. An examination of the process of reflective practice for both students and educators, and its role in enhancing teaching and learning, in international educational contexts is also a major component of this course.

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