미용과 중등학교교사 임용후보자 선정경쟁시험 출제경향 및 문항분석

Abstract

Objectives The purpose of this study is to identify the content changes and trends of the beauty pedagogy questions by analyzing the secondary school beauty teacher recruitment test items. Methods According to the Korea Institute for Curriculum and Evaluation(KICE), the secondary school beauty teacher recruitment tests from 2014 to 2023 had 30.5 questions in total for beauty pedagogy, including 7 questions in 2014, 4 in 2015, 4 in 2016, 5 in 2018, 5 in 2020, and 5.5 in 2023. This study analyzed them by year, evaluation areas and contents after verified by expert group, adopting an item analysis framework (beauty department curriculum, teaching⋅learning model, evaluation). Results First, the test has had a different rate of questions for beauty pedagogy, leaving a couple of years below the standard. Second, evaluation areas have been heavily weighted towards teaching⋅learning model, excluding the curriculum and evaluation occasionally. Third, most of the evaluation content consists of teaching⋅learning method application and evaluation method, which doesn't cover various content elements. Conclusions First, additional research should be conducted to develop the qualification standards, elaborate the evaluation areas, and evaluate the teaching performance for the indication subject,｢beauty｣, which has not been supplemented since 2008. Second, referring to the latest academic trends, we should set questions from diverse areas such as curriculum, teaching⋅learning model, and evaluation, and create a more intensive level of questions connecting pedagogy with content knowledge, relieving the overweight of beauty teaching⋅learning model part. Third, we demand follow-up research on content knowledge of beauty education, including pedagogy to help exam writers and prospective teachers to use them as a reference.