This study explores the objectives of teacher education in Korean language arts based on communication theories. The attitude changes, which are the goals of communication, are divided into: formation of new attitude, reinforcement of previous attitude, and change of previous attitude. On paying attention to the factors affecting behavior (attitude toward the behavior, subjective norm, perceived behavioral control) according to Ajzen’s (1991) Theory of Planned Behavior (TPB), the objectives of teacher education in Korean language arts were derived from the following. First, acquiring knowledge and forming beliefs and values. Second, identifying and accepting the norms and conventions of the community. Third, practicing and reflecting on self-regulated learning (SRL). These three objectives differ from the previous studies in that they extend to the beliefs and values (beyond factual knowledge), (re)conceptualize teachers’ behavior as social interaction activity (beyond individual capabilities), and take into account intuitive, automatic situations (rather than conscious, controlled situations), and reflections on indirect experiences (rather than the practice of direct instruction).