중등교사 역량 및 중등교원 양성 교육과정에 대한 초임교사의 인식 연구

Abstract

Objectives This study aims to analyze the competencies of secondary school teachers recognized by novice teachers and the problems and improvement tasks of the secondary school teacher training curriculum they experienced. Through these results, we tried to derive implications for the future secondary school teacher train-ing curriculum. Methods We conducted individual online interviews with nine novice teachers who have less than five years of teaching experience. The data obtained from the interviews were analyzed according to the procedure of open coding, sub-topic derivation, and higher-topic determination using thematic analysis methods. Results The results of the analysis are as follows. Firstly, the competencies required for teachers recognized by novice teachers were communication skills, relationship-building skills, insight into human psychology and life, and continuous professional development capabilities. Secondly, the characteristics of the secondary school teacher training curriculum were theory-centered curriculum operation, efforts to strengthen practicality, student practice as a “valuable time”, presentation, discussion, team task-oriented operation, and systematic curriculum operation based on the formation of values as teachers. Thirdly, it was found that the problems of this school teacher training curriculum were an impractical curriculum, variations in the quality of the curriculum based on in-dividual differences between the professors or training instructors in charge, and the limitations of “eventuality” in student practice that lacked teaching opportunities and practical experience. Finally, it was proposed to improve the secondary school teacher training curriculum by restructuring the curriculum according to the growth process of pre-service teachers, strengthening the field of school education by inviting teachers and enhancing practical practice, operating a convergence curriculum, and enhancing student practice by systematizing it, strengthening educational services, and reducing supervisor work. Conclusions These findings suggest the following points. Firstly, the communication and relationship skills that novice teachers perceive as important competencies prove the fact that they are having difficulty communicating and establishing relationships. Secondly, it is necessary to consider transitioning to a curriculum that balances theory with a field-oriented approach. Finally, a paradigm shift is needed to focus on enhancing competencies through effective teaching methods.