초등교사 임용시험 체제의 진단과 개선 방안

Abstract

The purpose of this study was to diagnose the status and problems of the current Elementary School Teacher Recruitment Test(ESTRT) and to find opportunities for improvement. To achieve this, students in teachers’ universities, teachers and professors were surveyed about the problems with the ESTRT system. Five main recommendations were drawn from the survey results, First, in the case of the first round discussion-type exam, to overcome the lack of validity of evaluation goals and excursiveness, those surveyed recommended an increased number of questions and time to answer them, along with a shift to a descriptive type approach. Second, regarding the first round curriculum exam, respondents proposed reducing entry type questions in favor of enforcing comprehensive understanding and application capabilities, and that the exam increase its proportion of descriptive questions. Third, in the case of the second teaching job aptitude in-depth interview, it is proposed that the exam format change to an in-depth interview, thus allowing for a longer interview time and the ability to add additional questions. Fourth, regarding the second round teaching learning plan preparation and class demonstration, ‘Subject Selection’ is proposed, considering the psychological burdens of teaching and the contingency of candidates. Finally, in the case of the English-language interview and English class demonstration, it is proposed that the English class demonstration be eliminated, or that an option to complete a demonstration on a substitute subject be offered.