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중등생물교사임용시험 교과내용학 및 교과교육학 문항 분석을 통한 생물과 예비교사교육에 대한 시사점

Implications of Teacher Training for Pre-service Secondary Biology Teachersat the College of Education through Analysing the Examinationfor Appointing Secondary School Biology Teachers

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키워드

주제분류교육학

초록

The purpose of this study was to examine implications of teacher training for pre-service secondary biology teachers through analysing the items of the Examination for Appointing Secondary School Biology Teachers (EASSBT). For this study, we examined its connections to the curriculum for pre-service biology teachers and secondary school biology curriculum. The items of the EASSBT from 2002 to 2015 were divided into life science subject contents and pedagogical subject contents, and analyzed the score percentage according to the analysis framework of “qualification criteria and elements of evaluation areas and content for biology teacher” established in 2008. The curriculums for pre- service biology teachers collected from 11 national colleges of education and analyzed according to the life science subject contents and pedagogical subject contents. Also learning contents of secondary school biology textbooks on the basis of the 7th and 2009 Revised Science Curriculum were analysed on the areas related to the life science. The results showed that the percentage of pedagogical subject contents did not increase in the EASSBT, in which animal physiology and genetics recorded a high percentage and microbiology and plant morphology recorded a low percentage. That trend kept appearing in spite of revisions of the EASSBT. In case of life science subject content of the ESSABT, there were differences between the pre-service biology teacher curriculums and the EASSBT, which suggests that the curriculums for per-service biology teacher did not take into consideration for EASSBT. The secondary school biology curriculum placed much more on animal physiology and genetics, and less importance on microbiology and plant morphology than the EASSBT. The results indicated that the secondary school biology curriculum was not fully reflected in the EASSBT. It is required to devise plans to increase connections between the EASSBT and the pre-service biology teacher curriculum in order to recruit teachers capable of teaching well.

Abstract

The purpose of this study was to examine implications of teacher training for pre-service secondary biology teachers through analysing the items of the Examination for Appointing Secondary School Biology Teachers (EASSBT). For this study, we examined its connections to the curriculum for pre-service biology teachers and secondary school biology curriculum. The items of the EASSBT from 2002 to 2015 were divided into life science subject contents and pedagogical subject contents, and analyzed the score percentage according to the analysis framework of “qualification criteria and elements of evaluation areas and content for biology teacher” established in 2008. The curriculums for pre- service biology teachers collected from 11 national colleges of education and analyzed according to the life science subject contents and pedagogical subject contents. Also learning contents of secondary school biology textbooks on the basis of the 7th and 2009 Revised Science Curriculum were analysed on the areas related to the life science. The results showed that the percentage of pedagogical subject contents did not increase in the EASSBT, in which animal physiology and genetics recorded a high percentage and microbiology and plant morphology recorded a low percentage. That trend kept appearing in spite of revisions of the EASSBT. In case of life science subject content of the ESSABT, there were differences between the pre-service biology teacher curriculums and the EASSBT, which suggests that the curriculums for per-service biology teacher did not take into consideration for EASSBT. The secondary school biology curriculum placed much more on animal physiology and genetics, and less importance on microbiology and plant morphology than the EASSBT. The results indicated that the secondary school biology curriculum was not fully reflected in the EASSBT. It is required to devise plans to increase connections between the EASSBT and the pre-service biology teacher curriculum in order to recruit teachers capable of teaching well.

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