고교학점제에 대한 영어과 예비 교사의 인식 및 태도에 관한 사례 연구
A case study on pre-service English teachers’ perceptions and attitudes toward Korea’s high school credit system
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초록
This study explores pre-service English teachers’ perceptions and attitudes toward the high school credit system, a major reform in the 2022 Revised National Curriculum. A survey was administered to 75 pre-service teachers enrolled at K University in Korea to identify the professional competencies required to adapt to the new educational landscape. The findings indicate that the participants possess a general awareness of the system but lack an in-depth understanding of its detailed content and pedagogical implications. Nevertheless, their overall perceptions are positive, with career and academic planning guidance recognized as the most essential component. To strengthen professional preparedness, specialized lectures and training programs on the high school credit system are recommended. Furthermore, given pre-service teachers’ strong interest in career and academic guidance, targeted support in this domain is deemed necessary. To this end, pre-service teachers need increased opportunities to gain insights from in-service teachers’ authentic experiences, ensuring their preparation aligns with the objectives of the credit system.
Abstract
This study explores pre-service English teachers’ perceptions and attitudes toward the high school credit system, a major reform in the 2022 Revised National Curriculum. A survey was administered to 75 pre-service teachers enrolled at K University in Korea to identify the professional competencies required to adapt to the new educational landscape. The findings indicate that the participants possess a general awareness of the system but lack an in-depth understanding of its detailed content and pedagogical implications. Nevertheless, their overall perceptions are positive, with career and academic planning guidance recognized as the most essential component. To strengthen professional preparedness, specialized lectures and training programs on the high school credit system are recommended. Furthermore, given pre-service teachers’ strong interest in career and academic guidance, targeted support in this domain is deemed necessary. To this end, pre-service teachers need increased opportunities to gain insights from in-service teachers’ authentic experiences, ensuring their preparation aligns with the objectives of the credit system.