This book is divided into three parts: Part 1: Preparing for Korean Classes, Part 2: Exploring Korean Classrooms, and Part 3: Trying Korean Classes.
In accordance with Article 1 of the 'Operating Guidelines', Part 1: Preparing for Korean Classes corresponds to theory classes, Part 2: Looking at Korean Classrooms corresponds to lecture observation, and Part 3: Trying Korean Classes corresponds to mock classes and lecture practice.


Part 1 is structured to be operated for less than one-fifth of the practical course operating time in accordance with Article 2 of the ‘Operating Guidelines’.
That is, if operated in undergraduate and graduate schools, it is equivalent to 3 weeks of classes out of a total of 15 weeks of classes.
In addition, according to the content of the theoretical classes presented in Article 3 of the 'Operating Guidelines', Part 1 is composed of three chapters: Chapter 1: The Significance and Goals of Korean Language Education Practice, Chapter 2: Qualifications and Roles of Korean Language Teachers, and Chapter 3: Korean Language Class Design and Model.

According to Article 4 of the 'Operating Guidelines', the second part, which corresponds to lecture observation, and the third part, which corresponds to mock classes or lecture practice, are structured around assignments so that they can be operated for at least one-fifth of the practical subject operation time.
A variety of student-centered assignment activities provide students with a wide range of opportunities to directly and indirectly experience the Korean language education field.

Part 2 consists of essential information for observing Korean language classes, including Korean language class speech and observation of Korean language classrooms.
To properly observe a Korean language class, it is necessary to have a good understanding of the teacher's speech, which is key to the teacher's class management.

Part 3 consists of the content required for mock classes and lecture practice, including writing teaching-learning plans, mock classes, and evaluations.
In particular, it is structured to enable guidance on the creation of actual lesson plans and evaluation of mock classes in accordance with Article 5 of the ‘Operating Guidelines’.


The most notable feature of this book is that it covers a wide range of topics.
Korean language education practice courses are offered at undergraduate, graduate, credit bank, and Korean language teacher training programs, and the course hours vary depending on the program.
Therefore, by selectively utilizing student-centered assignments, Korean language education practice courses can be operated flexibly in various courses.