The purpose of this study is to present and explore current state and reform tendency of teacher education curriculum of Normal universities in China, focusing on curriculum provisions and training methods of pre-service teachers. For this purpose, the background of teacher education curriculum reform has been discussed at first from angles of society, the government and Normal Universities. It is obvious that China’s teacher education courses have attained internationally known achievements over the past decades and have supported the largest scale of basic education all over the world. The current focal problem of China’s teacher education is not the problem of teacher’s quantity, but quality. In order to adapt to the new situation and tendency, the Chinese government adjusted strategic direction and provided new guidance on teacher education for improving the quality. It includes the transformation of teacher education models from “planned training” to “market oriented control”; active support for improving teacher’s academic levels; implementation of the open-type teacher training pattern and so on. According to the government’s control and guidance, Normal Universities should also change training concepts and teacher education philosophy, mainly on enhancing quality-oriented education, emphasizing students’ sustainable self development ability, and attaching importance on the concept of lifelong education. Under this same background, teacher education universities show extreme similarity on curriculum reform. They all stick to the model of one basic training object, two elective specialty calibers for choice, three-dimensional crossed curriculum systems, four types of optional curriculums, five-in-one training patterns, and six aspects of surrounded general education courses. A lot of practice indicates that the reform of teacher education mode in universities is effective and rational to some extent. The model is worth refering to in teacher education curriculum reform, for most countries.

본 연구는 태국 교육부 산하 고등교육 위원회에서 국민의 교육기회 확대에 관한 국가교육법 B.E. 1999에 의거해 진행 중인 Thailand Cyber University(이하 'TCU') Project의 개발과 그활동에 대한 소개이다. 학습 자원 공유 센터 기능으로서의 TCU는 인터넷을 활용한 원격교육의전파를 위해서 모든 고등교육 기관들을 지원하는 것을 목표로 하고 있다. 또한 TCU는 모든 온라인 강좌들의 질 확보와 정부 기준에 충족할 수 있도록 하는 역할을 담당하고 있다.본 연구는 먼저 태국의 고등교육의 현황과 위기, 그리고 그 타개책인 태국 고등교육 위원회의TCU 설립에 대해 소개로 시작한다. 다음으로는 TCU의 운영 전략과 활동, 사업과 그 결과, 그리고 관련 통계에 관해 이야기하고자 하며, 마지막으로 TCU 운영 과정에서의 교훈과 TCU의미래를 위한 방향을 짚어볼 예정이다.

The United States curriculum reform movement has recently started in each area of science education. The initiatives on curriculum reform stem from a notion that the low rate of science curricula offered in schools has been a serious problem. The schools in the United States are not only facing a lack of offerings within science curricula but also low enrollment in science courses, especially in physics, chemistry, and earth science. This trend resulted in low performances on international achievement tests including TIMSS and PISA. This paper introduces the efforts to solve existing problems through curriculum reform; including ChemCom, BioCom, EarthComm, and Active Physics. In this paper, a discussion is presented to show how the curricula can help address the status quo in science education. More specifically, this paper focuses on curriculum reform in high school earth science (EarthComm), providing a closer look at the scope and sequence of the reform movement. EarthComm was chosen because it was released based on the development of the National Science Education Standards (NRC, 1996). Consequently, EarthComm became a curriculum that espoused the visions of the Standards, which has been guiding the reform of the US curriculum. At the end of this paper, two research outcomes of the EarthComm curriculum implementation in schools are discussed in terms of student learning and differences from conventional curricula.

본 연구는 1990년대 중반 이후 본격화된 신자유주의 교육개혁이 정부에 의한 강력한 행정적 통제와 수요자 중심 개혁 논리를 기반으로, 전문직으로서 교직의 정체성을 약화시키고 있다는 문제인식에서 교직의 전문성 강화를 위한 대안적 논의들을 탐색하는 데 목적이 있다. 이를 위해 본 연구에서는 교직을 보는 전통적 관점과 전문직 기준에 대한 비판적 분석을 토대로 교사에 대 한 행정적 통제 강화에 따른 교직의 비전문화, 탈전문화, (감정)노동자로서 교사 개념의 발달 등 을 논의하였다. 이러한 분석을 토대로 교직의 전문성을 재정립, 강화하기 위한 대안적 논의들로 Lauglo(1995)의 신전문주의, Whitty(2000)의 협동적·민주적 전문성, Hargreaves와 Fullan(2012)의 전문적 자본 개념을 제시하였다.