敎員敎育體制 改善에 關한 硏究

Abstract

The Teacher training institutes of Korea have come to a most important turning point in its history. A great change of circumstances such as rapidly developing socio-economic system, explosively increasing new knowledge and skills, and educational reforms toward the 21st century enforce the teacher training institutes to change. On the other hand, teachers are oversupplied due to an increase in the number of teacher training institutes and the failure of the demand and supply policy of teachers. Moreover, there is a marked decline in the freshmen's scholastic attainments in the teacher training institutes on account of a fall in the teachers' socio-economic status and a lack of the incentive systems of the teaching profession. As for secondary school teachers, the open appointment system adopted since 1992 increased the freshmen's scholastic attainment in some degree in the private college of education, but decreased it to a high degree in the national college of education. Moreover, in spite of the abrogation of the principle of priority appointment for the graduates from the national college of education, the freshmen quota of the national college of education is frozen. It makes the position of the college of education in a comprehensive university unstable and makes it difficult to realize the scale of economy in managing the college or the department. And the interview examination, the teaching profession aptitude test and the personality test to the applicants for admission to the college of education discourage the able students from choosing the teaching profession. To satisfy the demand from outside and to solve the interior problems, the teacher training institute should try to change its own system. This study suggests the following policy measures to reform the teacher training system. Nursery school teachers should be trained at two-year junior colleges. Kindergarten teachers and elementary school teachers should be trained at teachers' colleges and the related department of four-year universities. And middle school teachers and high school teachers should be separately trained through the differentiation of the curriculum and the number of credits. Above all, the name of the college of education should be renamed "the college of education science". The college of education science should have the functions of teacher training as a primary function and education professional training as a secondary function. On the other hand, the courses of study for the teaching profession in the colleges and universities other than the college of education science should be reduced gradually. In the long run, to face with the coming of the highly educated society and the world trend of teacher training, all kinds of teachers except the nursery school teacher should be trained at the graduate school level.