Teaching efficacy belief as a new paradigm for teacher career development and professionalism in Korea

The construct of teachers’ teaching efficacy is re-examined in relation to its effect on teachers and young children in the arena of Korean early childhood education and care (ECEC) through a review of research postulated from Bandura’s social cognitive theory. This chapter addresses the policies and social contexts that influence ECEC settings in Korea, paying specific attention to how the construct of teaching efficacy among teachers in ECEC matters in the midst of the radical changes that Korean society is experiencing. A review of Korean studies on the factors that affect the development of teaching efficacy is presented. In addition, a summary of recent key studies pertaining to how the direct or indirect effects of teachers’ teaching efficacy beliefs affect both teachers and their students is provided. The research findings reviewed herein substantiate the contention that putting teaching efficacy beliefs into practice will pay off for teachers in ECEC and the training program, specifically targeted for enhancing teaching efficacy beliefs, should be provided either at the beginning stage of teacher career development or prior to entering the teaching profession. The implications for research and policy are discussed.