Korean Job Discussion Forums

[justagirl]

I don't think a 1-year MA is dumbing it down at all. I'm currently in a 1-year program and it's been excellent. Instead of doing a part-time for 2 years and spreading the classes out to 3 evenings a week, you go all day, 5 days a week. It's certainly not like you're getting less information or less teaching time. After all, that's how the credit hours work. If a class is a 4-credit class, you have to do the time, regardless of how it's spread out over 1 or 2+ years.

What it IS, is challenging. I was in class from June through January, 8 am to 4 pm with an hour break for lunch. My class load in the fall was 22 hours. 9 hours is considered full-time for an MA.

I would recommend getting your MA at home. Korean degrees are not as valuable in the rest of the world in comparison to the U.S. or Canada (or other Western countries).

I'm actually getting my MA in Education, because THAT opens more doors for teaching jobs in the States and around the world. I decided I could add on an ESL/TESOL endorsement (18 more hours of coursework) after completing this degree.

If you want a job in the U.S., I'm under the impression that you need a teaching certificate. Every TESOL/ESL MA I looked at did not offer this. You might want to look into that before deciding upon a program. Also, in the U.S., you now have to be "highly qualified." Make sure you understand what this will require of you, if you have any interest in someday teaching in the States. (I don't know if you're from the U.S., but just in case!)

I wouldn't bother with the online stuff. Can you really learn how to be a good teacher with an online degree? Maybe it's okay for a computer programmer, but teaching is such a social job. I really feel that the interaction with peers (in person, not in chat rooms), and being there in the classroom to learn things hands-on is invaluable in an education degree. We went into the local schools, observed master teachers, worked with mentors, had retired administrators supervise our teaching, etc. Even though you're thinking more of TESOL than flat-out education, the actual experience is so crucial to becoming successful in teaching.

Just my thoughts. Good luck on your decision!
justagirl

[OiGirl]

[PRagic]

Look at it realistically. How old are you? How willing are you to do a degree on site and lose income? Do you plan on getting your Ph.D. or Ed.D.?

If you are young enough and single (around 25), then maybe you could hang with the impoverished student scene. More power to you, but once you've made some money and lived a bit, this is tough to go back to. So are you willing to 1) pay the higher salaries, and 2) lose income while you study?

Do you think you'll go on for your Ph.D.? Decide now. If you want to go to a top school, then the on-line degree may not be what you want, and the same goes for the Korean MA. Do you plan on working as a teacher abroad? Then the on-line degree would be better than any Korean MA in TESL. If you may get your Ph.D., and you don't necesarily want to go to Harvard or Brown, then the on-line degree is fine and your credits will tranfer. Plus, when you think about it, even if you knock out a 'named' MA, you'll still be working next to someone here in Korea or elsewhere that got their MA on-line!

I agree with justagirl that IF you are going to go back home to do your degree, then the MEd is probably the way to go. It's not a tough degree, it will score you jobs in ESL, it will broaden your career options in the future (you may be able to teach in Ed Depts. here in Korea and you'll be able to teach prim/sec schools in the U.S./Canada), and you can always knock out a CELTA/DELTA later on if you want.

Options, options....

[Son Deureo!]

[laogaiguk]

I agree and disagree with some people here on their points of the different MAs. One thing I would like the OP to think about is how useless most of the people who have MAs opinion's really are. I don't mean this in an insulting way as I plan on getting one and have a good opinion of some of them that have been talked about here.
But think about it. What kind of person will actually admit to themselves (and on this forum) that they just wasted between 1 and 4 years and between $5000 (min) and $20000? Not many. Ofcourse they will all say that it was good, even if it is just to persuade themselves. I don't mean this to be harsh, but it is true.

[PRagic]

Don't know anyone that is all THAT proud of their MA. Most would admit that it, at least in education as in business, it is simply a necessary evil. The MA just introduces you to basic standing theory, and, if it's a good one, research methodologies and some stats; there isn't a lot of application involved. I'd be very wary of anyone that feels they know something just because they did their MA. To be honest, most advisors will tell you that the MA candidates are a pain! A little knowledge is a dangerous thing type scenerio.

Hell, most of the people I know with Ph.D.s aren't even too impressed with the fruits of their labor. Again, it's just a piece of paper that provides more job flexibility and, if you're on the ball, better salaries and employment conditions. Oddly, Ph.D. candidates are easier to handle because they more freely admit that they don't know enough.

[Francis-Pax]

[fusionbarnone]

[laogaiguk]

[laogaiguk]

[Francis-Pax]

All of this talk revolves around criteria: What determines a good graduate program form bad graduate program, and more importantly, who decides?

I think there are many things we need to look at, but more importantly is to come up with some standard. Just shooting from the hip without any criteria is worthless. It's a lack of mature judgement and analysis.

[justagirl]

[justagirl]

Definition of "Highly Qualified" under NCLB, Title IX, Section 9101

Section 9101(23) HIGHLY QUALIFIED.-The term 'highly qualified'-
(A) when used with respect to any public elementary school or secondary school teacher teaching in a State, means that-

(i) the teacher has obtained full State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination, and holds a license to teach in such State, except that when used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the requirements set forth in the State's public charter school law; and

(ii) the teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis;

(B) when used with respect to-

(i) an elementary school teacher who is new to the profession, means that the teacher-

(I) holds at least a bachelor's degree; and

(II) has demonstrated, by passing a rigorous State test, subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, writing, mathematics, and other areas of the basic elementary school curriculum); or

(ii) a middle or secondary school teacher who is new to the profession, means that the teacher holds at least a bachelor's degree and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by-

(I) passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches (which may consist of a passing level of performance on a State-required certification or licensing test or tests in each of the academic subjects in which the teacher teaches); or

(II) successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing; and

(C) when used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, means that the teacher holds at least a bachelor's degree and-

(i) has met the applicable standard in clause (i) or (ii) of subparagraph (B), which includes an option for a test; or

(ii) demonstrates competence in all the academic subjects in which the teacher teaches based on a high objective uniform State standard of evaluation that-

(I) is set by the State for both grade appropriate academic subject matter knowledge and teaching skills;

(II) is aligned with challenging State academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;

(III) provides objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches;

(IV) is applied uniformly to all teachers in the same academic subject and the same grade level throughout the State;

(V) takes into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject;

(VI) is made available to the public upon request; and

(VII) may involve multiple, objective measures of teacher competency.

[Francis-Pax]

[fusionbarnone]