ScholarWorks@숙명여자대학교

초록

This study examines whether the current teacher appointment system adequately reflects future teacher competencies and proposes potential improvements. To achieve this, the study addresses two key questions: (1) To what extent are the evaluation criteria in the current teacher appointment system aligned with future teacher competencies? (2) What are stakeholders’ needs and perceptions regarding the evaluation criteria and methods in the teacher appointment system? Data were collected through surveys and focus group interviews with pre-service and in-service teachers. The main findings are as follows: First, components of the teacher appointment exam, such as curriculums, subject content, and subject pedagogy tests, are closely aligned with competencies such as subject knowledge, inquiry processes, and interdisciplinary integration. Additionally, the in-depth interview on teaching aptitude strongly correlates with competencies such as professional ethics and communication skills. Second, it was revealed that the current appointment system focuses too heavily on subject knowledge evaluation, with insufficient assessment of areas like teaching personality, student guidance, and practical field skills.

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