Abstract
Purpose: This study aimed to examine the experiences and perceptions of in-service teachers and pre-service teachers regarding the Life Guidance Curriculum in teacher training institutions, in order to obtain insights for improving the related curriculum at these institutions. Methods: This study used a consensual qualitative research method targeting a total of thirty people from February to July 2024. Individual interviews were conducted with twenty-one current and prospective teachers, and focus group interviews were conducted with nine educational experts. Relevant research reports and policy documents were also referenced in this study. Results: As a result of analyzing the collected data, each area, category, and subcategory were derived with a total of four topics. The category of the research participants' experiences and perceptions was first, 'difficulties experienced in teaching life guidance ', second, 'life guidance competency that pre-service teachers need to qualify', and third, 'experience of taking lectures related to life guidance at teacher training institutions', and finally, 'proposal for improvement of lectures related to life guidance at teacher training institutions'. Conclusion: This study revealed a change in the field where the term of 'life guidance' was being transitioned by the concept of 'life education', and it was possible to examine the necessity of developing teachers' community leadership competencies, and the importance of life guidance linked to the subject. Through this, we propose the necessity of changing the guidance-related courses, currently categorized as elective courses in teacher training institutions, to required courses. We urge academia and teacher training institutions to pay close attention to ensuring that future guidance-related courses in teacher training programs are improved to adequately reflect the relevance and applicability to school settings.
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