Development of A Design Thinking-Based Korean Language Curriculum Literacy Program for Preliminary Korean Language Teachers

Abstract

Purpose To demonstrate that curriculum expertise required of prospective Korean teachers based on design thinking is needed for both the development and implementation of programs relevant to student needs. Methods The concepts and characteristics of design thinking, followed by its relevance to teacher education were explored. Then concepts and elements within the theory informing curriculum literacy were reviewed before articulating its value in professional development of Korean language teachers’ curriculum literacy. Results Based on theoretical considerations, a program that can enhance Korean language curriculum literacy according to the stages of design thinking was developed. Conclusion The results of this study suggest that preliminary Korean language teachers will be able to systematically develop the curriculum expertise required of teachers by participating in the Korean language curriculum literacy program of teacher training institutes.

Keywords

• design thinking
• korean language curriculum literacy
• preliminary korean language teachers