Gyeonggi Provincial Office of Education Presents Four Major Models for 'Gyeonggi-type New Teacher Competency Enhancement'

Operation of Essential Competency Courses Before and After Appointment to Support Rapid Preparation for Teaching Duties
Pilot Operation of 'Internship Course' Before Official Appointment to Enhance School Adaptation
Establishment of a System for New Teachers' Adaptation Period through Collaboration of Education Office, Training Institute, and Schools

The Gyeonggi Provincial Office of Education (Superintendent Lim Tae-hee) announced on the 12th that it has established the ‘2025 Gyeonggi New Teacher Essential Competency Course Operation Plan’ and presented four major models to strengthen the competencies of new teachers.

Gyeonggi Provincial Office of Education has established the '2025 Gyeonggi New Teacher Essential Competency Course Operation Plan' and presented four major models to strengthen the competencies of new teachers. Provided by Gyeonggi Provincial Office of Education

This course was newly created to help new teachers taking their first steps in the teaching profession adapt quickly. The Office of Education, Training Institute, Education Support Office, and schools will collaborate to focus on cultivating essential competencies that teachers must have, such as curriculum design, class operation and evaluation, life education, and classroom management.

The four competency enhancement models proposed by the Office of Education are ▲operation of the ‘Gyeonggi Teacher Internship Program (tentative name)’ ▲establishment of a new teacher adaptation period operation system ▲intensive training for two months before appointment ▲strengthening 1:1 practical teaching education after appointment.

First, the operation of the ‘Gyeonggi Teacher Internship Program (tentative name).’ The target is hopeful candidates (90 elementary school teachers) among those who passed the 2025 teacher appointment exam but were not appointed as of March 1 and are waiting for assignment. They will participate in the new teacher essential competency course for six months from March to August at schools where lead teachers are assigned. This project is promoted based on the ‘Pilot Operation Plan for New Teacher Competency Enhancement Model’ recently announced by the Ministry of Education.

Second, the establishment of an operation system for the new teacher adaptation period. To improve the problem of overlapping similar training conducted annually by the Training Institute, Education Support Office, and schools, each institution will leverage its strengths to proceed. The training program will include the process from education policy formulation to school site implementation to help new teachers adapt quickly to the teaching profession.

Third, an intensive 70-hour training will be operated together in February before appointment. Each institution will focus on deepening competencies: introductory education courses for teachers (Office of Education), curriculum and class/evaluation expertise (Training Institute), educational administration and regional education capabilities (Education Support Office), and school adaptation and community competencies (schools).

Fourth, after new teachers are appointed, customized 1:1 practical teaching education will be strengthened through counseling (mentoring) support via a 1:1 accompanying teacher system within schools.

This year, for the first time, the Office of Education established the ‘2024 New (Low-experience) Teacher Competency Enhancement Support Plan’ and operated ▲regional mentor support groups ▲adaptation (onboarding) programs involving schools, regions, and senior teachers ▲research schools for new teacher competency enhancement ▲publication of ‘My Latte Story’ told by senior teachers ▲and ‘visiting training’ by five regional zones.

The new ‘New Teacher Essential Competency Course’ is a policy newly designed by reflecting the overall operation and support achievements of such educational programs and the opinions of field teachers.

Lee Jung-hyun, Director of the Education Competency Policy Division at the Office of Education, said, “We will support strengthening the essential competencies needed to adapt to teaching life before appointment and actively assist so that prepared teachers can take their first step in schools with the Office of Education and each institution.”

This content was produced with the assistance of AI translation services.