ScholarWorks@숙명여자대학교

초록

The purpose of this study is to explore the perceptions of teachers on strengthening the connection between teacher education and the teacher recruitment exam. To achieve this, 15 strategies were developed through literature review and focus group interviews (FGI). A survey with 1,601 participants and FGI with 10 participants were conducted with pre-service and in-service teachers in elementary and secondary schools nationwide. The results showed that the following were highly rated: assessing the ability to utilize diverse teaching methods in the evaluation of lesson plans, reinforcing in-depth interviews to evaluate professional aptitude and character, and incorporating the results of aptitude and character assessments into the recruitment process. On the other hand, strategies such as increasing the weight of university grades, replacing the first-stage essay exam with credits from education courses, and replacing the subject content and pedagogy exams with credits from major courses in teacher education programs were ranked relatively lower. Additionally, the results of FGI revealed that there were negative opinions regarding increasing the weight of university grades, reflecting teaching practice, and incorporating extracurricular activities. The main reasons cited for these concerns were that these measures would impose additional burdens on pre-service teachers and that the objectivity and fairness of the evaluations could not be guaranteed. There were positive views on incorporating the results of professional aptitude and character assessments into the recruitment exam. Based on these research findings, suggestions were made for considerations to be taken into account when implementing such strategies.

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