ScholarWorks@숙명여자대학교

초록

This study analyzes the relationship between teacher competencies and the teacher education curriculum, exploring ways to enhance the latter. The research focused on three questions: appropriateness of the curriculum for cultivating future teacher competencies, relationship between these competencies and the curriculum, and areas for improvement. The primary research methods employed were focus group interviews and surveys conducted with pre-service and in-service teachers. The main research findings are as follows: First, in assessing the appropriateness of the teacher education curriculum for fostering teacher competencies, the highest-rated competencies were subject knowledge, inquiry processes, collaboration, and communication, while evaluations for understanding the school environment, interdisciplinary integration, understanding educational policy, and teaching practice were relatively lower. Second, there was a significant relationship between teacher competencies and sub-areas of the teacher education curriculum, with teaching practice being particularly related to most competencies. Third, the teacher education curriculum primarily focuses on developing teaching competencies such as subject knowledge and theoretical understanding, which limits the development of practical skills. To address these issues, various strategies were proposed, including expanding subjects focused on developing teacher competencies and increasing opportunities for practical experience and field-related skills. The findings highlight the need to improve the content and methods of the teacher education curriculum, along with reforming related systems such as the teacher employment exam.

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