2014-2016학년도 일반사회 중등 교원 임용시험 문항 분석
An Analysis of 2014-2016 Secondary Teacher Employment Examinations in Social Studies
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본 연구는 최근 3년(2014-2016학년도)의 일반사회 중등 교원 임용시험 문제를 분석하여 문항의 특성과 출제 경향성을 파악하는 데 목적이 있다. 교원 선발과 임용이 매우 중요한 국가적 차원의 교육 과제 중 하나이고, 임용시험이 잠재적으로 교직에 진출할 사범대학 예비교사들에게 주는 영향력이 크다는 점에서 연구의 필요성을 찾아볼 수 있다. 연구결과, 2014 학년도 시험부터 객관식 문항이 폐지되고 서술형·논술형 문항의 비중의 표면적으로는 확대되는 것처럼 보였으나, 여전히 단답형으로 정답을 서술하고 지식 암기를 측정하는 성격을 보였다. 또한 사회과학 각 영역의 문제들이 철저히 분리되어 출제 되는 경향을 보여, 통합교과를 지향하는 새로운 교육과정의 흐름을 반영하는데도 실패한 것으로 드러났다. 본 연구의 결과는 교원 임용시험이 일반사회 교사의 핵심적 자질이나 수업 능력, 교수법적 내용지식을 평가할 수 있는 도구로 개선될 수 있는 방향 및 시사점을 찾는 데 의의가 있다.
Abstract
This study investigated Korean secondary teacher employment examinations that were carried out for the past three years(2014-2016) in the subject area of social studies and examined the characteristics and trends of the examination questions. As teacher licensure and employment are significant national educational matters that greatly influence preservice teachers and teacher education, a close investigation of the teacher employment exam has been a much needed, yet under-addressed area of inquiry within the social studies scholarship. Given that the multiple choice items were with essay questions since the 2014 exam, this study traced the trends and changes of the teacher examination questions in social studies by conducting a quantitative and qualitative analysis of the question areas and types. This study aims to provide systematic and comprehensive information regarding the examination for prospective examinees and to offer scholarly implications and practical insights to social studies education researchers and teacher educators for the advancement of teacher education and selection processes.
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