Teacher education related research in Korean language education lacks not only quantity but also the length and duration of research compared to other researched areas. Once the Fundamental Law on the Korean Language enacted in 2005 clarified Korean language teacher qualifications and requirements, demand for teacher education related research increased. Also, as Korean language education establishing itself among the fields of academic research becomes visible,discussion over teacher education becomes ever so critical. This study surveyed 87 published papers related to Korean language teacher education and teacher-focused research works and analyzed their types and characteristics. By their types, research shows a total of only 69 published papers; of the total there were 0 doctoral dissertations, 23 graduate theses and 46 articles published as part of academic journals. Just in numbers alone, it is insufficient. When divided according to research topics—1) teacher’s qualification; 2) teacher education development program; 3) teacher policies; 4)etc.—it was mainly teacher education program trends, analysis and proposals that made up the bulk of published research and hardly any research was found related to teacher self-introspection. But recently more studies on improving teaching methodology based on classroom observation have increased, suggesting a healthy direction for needed research. In research methods, likewise, many are breaking away from the traditional theory-based studies and are moving toward proof or evidence-based studies such as experiments, classroom observation and survey analyses type research. Moving and increasing toward research related to teacher education, classroom observation and teacher self-introspection will not only improve Korean language teaching and performance but ultimately will contribute toward at enhancing qualitative research in Korean language education policies.