초등교사의 직무역량과 시․도별 교원능력개발평가 영역·요소·지표에의 반영 정도 비교 분석

Abstract

The teacher evaluation aims to evaluate teachers' job competencies with valid evaluation criteria and methods and to develop teachers' abilities by utilizing the results. Exploring and reflecting on teachers' teaching and behavior-guiding competencies in response to the changing educational environment and needs of the school context is necessary in that it can provide feedback for improving teachers' job competencies and expertise. This study examines job competencies required for elementary school teachers and compares evaluation standards, factors, and indicators of 2021 teacher evaluation for each city and province to identify whether the teacher evaluation criteria sufficiently include and evaluate elementary school teachers. The study explored prior research about teachers’ job competencies and analyzed the standards, factors, and indicators of teacher evaluation; then, compared through the lens of teaching and behavior-guiding competencies, and other competencies.
 The results showed that the evaluation indicators of teaching and behavior-guiding used in each city and province were similar, and some cities and provinces made sense of using indicators considering the school context to evaluate job competencies. The study also found some evaluation indicators followed the prior indicators or modified some of the existing indicators. To sum up, it is recommended to identify and include the required teacher competencies in response to changing educational contexts as evaluation indicators. Moreover, given the different contexts of each school, the Ministry of Education should encourage each school and the office of education in each city and province to make sense of utilizing evaluation indicators and questions.