직업계고등학교 건설교과 저경력 교사의 고교학점제 개념 및 운영에 대한 인식

Abstract

The purpose of this study was to investigate how teachers with low experience in vocational high school Specialized Subjects perceive the concept and operation of the high school credit system. The results of the study were as follows.
 First, the concept of the high school credit system was appropriate and was recognized as the meaning of providing various opportunities for learning experience, growing as a convergent talent, selecting courses centered on career and employment paths, student-centered curriculum, and activating career search and experience.
 Second, the sequential introduction of the credit system for each type of high school was appropriate, and it was recognized that priority support for school members consensus, preparation process, and teacher training was necessary. 
 Third, the high school credit system-based curriculum was highly recognized for autonomous and diverse operation, revitalization of out-of-school education, and sub-major and convergence education. However, teachers had a burden of student safety accidents and responsibility for out-of-school education. The introduction of F credits was recognized as appropriate in terms of responsible education and correction of basic academic ability.
 Fourth, it was recognized that the establishment of the credit system infrastructure of vocational high schools required restructuring of the practice room, sharing facilities with other schools, and the placement of a dedicated teacher in charge of the credit system and a career and employment coordinating teacher(tentative name). A teacher needed instruction in several subjects, but was concerned about the increased burden on the teacher s work.