3주기 교원양성기관 평가지표와 평가결과의 관계 분석

Abstract

The purpose of this study is to analyze the relationship between evaluation indicators and evaluation results in the Third Phase National Evaluation for Teacher Education Institutes in Korea. For the analysis, total 400 evaluation results of 4 types of teacher education courses(i.e. College of Education, Education-stream courses in a general comprehensive university, mandatory teacher training course for teaching profession, and lastly, Graduate school of Education) in year 2010~2012 were combined. The results show that at first, in all the teacher education courses, it was found that there were three components (‘Teacher’, ‘Facilities & Finance/Administration’, ‘Educational Outcome’) that exerted a common influence on evaluation results. Second, despite the differences in influential evaluation indicators between each courses, ‘Use rate of teaching practical room’ and ‘Per capita research output of university faculty’ were found to be major indicators in the area of educational administration. As for outcome measurements, ‘Teacher appointment rate at public and private schools’ and ‘Satisfaction rate of graduates who currently hold teaching posts' were found to be major indicators. On the other hand, as for the curriculum section, in the area of curriculum, the significance of each indicator was found to be inconsistent, hence there were no coherent major indicators identified. Based on the results, this study suggests following points. First, the Third phase National Evaluation has put more emphasis on the area of ‘input and outcome' than that of ‘curriculum'. Second, for some evaluation indicators, measuring scales need to be applied differently, taking into consideration the type of teaching education course. Also, in the case of ‘mandatory training course for teaching profession' and ‘Graduate school of Education', whether there is College of Education in the same university inevitably affects some of the evaluation indicators.