2018~2019년 교원 양성 교육 과정 개편 논의에 대한 고찰

Abstract

This article critically reviewed the reorganization of the curriculum among the teacher education system held in 2018 and 2019. This reorganization discussion included a variety of issues such as the nature and role of education, the relationship between theory and practice, the identity and role of teachers, and the culture of work–oriented teaching. I think that reflection of these various issues should be a priority in order for the reorganization discussion to move in a meaningful direction. The problems in the discussion of reorganization of the teaching profession are as follows. The first, the view of education has been hardened on the view of the industry, not the view of education in the name of the 4th Industrial Revolution Era. The second is that reflection on theory and practice is necessary. The direction of strengthening the field is to look at the theory only from the perspective of utility theory, thus neglecting the meaning or value of the theory. The third is that the goals and contents of the restructuring process do not match. While the restructuring is aimed at professional teachers, the details focus on teaching teachers the skills they can use in the field. In the case of constructing the curriculum centered on the education of such skills, it is doubtful whether it will be possible for the teachers to demonstrate responsibility and professionalism as an expert in the field. The fourth is to overlook the role differentiation of teacher training institutions, teacher training, and the teacher community. There is a limit to growing to a teacher at a level similar to a career teacher in a short period of 4 years. It would be good to differentiate university curriculums with teacher training programs, and professional learning communities. Lastly, the improvement of the culture of the teaching must be given priority. It is because even if a good teacher is raised in a University, it is meaningless unless they can try to teach well in the field.