고교학점제 도입에 따른 중등 일반교사의 진로연수 참여 경험에 대한 합의적 질적 연구

Abstract

This study aims to prepare basic data to secure career education expertise for general school teachers by confirming the experience of secondary school general teachers participating in career training following the introduction of the high school credit system. To this end, first, what is the motivation for secondary school general teachers to participate in career training following the introduction of the high school credit system? Second, what is the process of secondary school general teachers participating in career training following the introduction of the high school credit system? Third, what are the results of secondary school general teachers’ participation in career training following the introduction of the high school credit system? This study was analyzed through Consensual Qualitative Research (CQR). This method is useful for structurally identifying and explaining the themes, structure, and correlation of general teachers’ career training participation experience following the introduction of the high school credit system (Hill, Thompson, Williams, 1997). The results of this study are as follows. First, the motivation for secondary school general teachers to participate in career training following the introduction of the high school credit system was derived into two categories and six subcategories: ‘difficulty in career education’ and ‘interest in career subject classes’. Second, the process of participating in career training for secondary school general teachers following the introduction of the high school credit system is divided into three categories and nine subcategories: ‘acquisition of career education-related information’, ‘recognition of career education as a teacher’s role’ and ‘application of career education to practice’. Third, the results of secondary school general teachers’ participation in career training following the introduction of the high school credit system were divided into three categories and nine subcategories: ‘Improvement of career subject teaching capabilities’, ‘Formation of beliefs about career education’, and ‘Leap forward as career teachers’. The results of this study will confirm the career education-related responsibilities and tasks of secondary school general teachers and provide practical implications for the detailed curriculum composition of career training ahead of the full introduction of the high school credit system in 2025.