초등예비교사의 교직 적인성 검사 경험 탐구

Abstract

Teacher education institutions primarily aim to produce competent teachers. Consequently, teacher organizations in Korea have conducted teaching aptitude tests to nurture their professional qualities and assess the suitability of prospective teachers. However, little attention has been paid to the experiences of elementary teacher candidates taking these tests. This study employed a qualitative approach to explore the experiences of pre-service elementary teachers with these teaching aptitude and personality tests. The results indicated the following: First, pre-service elementary teachers viewed the teaching aptitude and personality test as a type of exam. Despite being a mandatory test for graduation, it was unexpected and unprepared for, causing a sense of burden. Second, the assessment items were confusing. Specifically, they experienced difficulties interpreting questions owing to ambiguous expressions or negative nuances in the wording. Furthermore, certain questions required different judgments based on the situation, while other items seemed irrelevant to teaching or caused confusion regarding their teaching philosophy. Third, pre-service elementary teachers employed specific strategies to pass the teaching aptitude and personality test. These included responding based on their experiences, maintaining consistency in their responses, imagining an ideal teacher and responding accordingly, and avoiding answers that involved using the word “average.” These findings highlight limitations in the measurement methods employed in the current teaching aptitude and personality tests and question whether they adequately assess what is intended. The study indicates that elementary teacher preparation organizations should develop comprehensive methods to nurture and evaluate the professional qualities that prospective teachers must possess before entering the profession.