학교 교육과정 개발 전문가 양성을 위한 실습 교육과정 방향 탐색

Abstract

Objectives This study attempted to examine the direction of training experts in school curriculum development based on the concept of expertise and implications through curriculum analysis for professional development, focusing on the ‘doctor’, which is referred to as a representative professional occupation group.
 Methods In order to analyze the practical curriculum that contributes to improving doctor expertise for the study, the basic curriculum system of domestic and foreign practice, clinical practice curriculum in doctor basic curriculum, apprenticeship education, and practical test in doctor's national test were analyzed.
 Results The directions of the practical curriculum for fostering experts in the development of the school curriculum are as follows. First, the school curriculum development expert was considered to be an expert who can plan, design, operate, and manage the school curriculum based on a wide understanding of the school-level curriculum. Second, the qualifications of experts in the development of the school curriculum were divided into teachers and researchers, and the range was four years with Year 1 to 4, and the scope was presented separately by knowledge and practice. Third, three educational methods were presented: apprenticeship education, problem-based learning, and presentation of practice cases. Fourth, for the education evaluation test, two practical tests for problem situations by item and problem-solving practical tests were designed.
 Conclusions First, it is necessary to continuously discuss the necessity of the curriculum for training experts in school curriculum development. Second, there is a need for social consensus on the importance and necessity of practical and practical education to cultivate experts in the development of the school curriculum. Third, legal institutionalization of the school curriculum development expert training and certification system should be made.