한국과 프랑스 교원양성체제 비교연구

Abstract

[Purpose]This study aims at suggesting policy implications for Korea's '2021 Development Plan for the Elementary and Secondary Teacher Training System' by conducting comparative case studies of teacher training systems in Korea and France. [Methods] This study applies the historical institutionalism approach and investigates why and how these teacher training systems have changed over the past 40 years in terms of structure, system, and actor. [Results] In Korea, the most relevant factor of the change in the teacher training system was the structural one, such as a decrease in the number of school-age population. The teacher training institution experienced gradual changes and remained almost the same as the previous system in many ways. In France, on the other hand, the major changes in teacher training systems were at the hardware level. The name and nature of the teacher training institution were changed four times during the same period when Korean institutions did not change them even once. Despite the significant changes at the hardware level, it generally changed rapidly and the regime change was the main cause of the rapid change in the system. [Conclusion] We conclude from the analysis above that the core of the '2021 Development Plan for the Elementary and Secondary Teacher Training System' shows path dependency of the system, which is still in line with the characteristics of changes in the Korean educational system so far. Accordingly, it is hard to evaluate it as an innovative and drastic reform to solve long-standing problems or to prepare for upcoming changes.