도덕과 평가 영역 및 평가 내용 요소 개선 방안
The improvement of Evaluation Content Standards for Moral Teacher Selection Test
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도덕과 평가 영역 및 평가 내용 요소는 도덕․윤리 교사를 양성하는 교육과정에서 필수적으로 다루어야 하는 도덕과 내용 지식을 규정하는 기준으로서 예비 도덕․윤리 교사들의 교과 전문성을 측정하는 시험의 평가 준거로서 기능하고 있다. 도덕과 평가 영역 및 평가 내용 요소의 교육 기준으로서의 중요성과 현실적인 영향력에도 불구하고 2008년에 발표된 이후 지금까지 개정되지 않은 채 적용되어 오고 있다. 도덕과 평가 영역 및 평가 내용 요소에 기본이수과목 또는 분야에서 국가안보론 과목의 삭제 및 타 과목 신설, 2007년 개정 도덕과 교육과정 및 2009 개정 도덕과 선택과목 교육과정에서 나타난 도덕과의 성격과 목표 변화, 도덕과 배경 학문지식의 변동이 반영되고 있지 않은 결과 도덕과 기본이수과목 및 교육과정과의 불일치, 평가 문항 내용과의 부정합, 표기․표현상의 결함, 기준의 모호성과 추상성 등이 문제점으로 지적되고 있다. 도덕과 평가 영역 및 평가 내용 요소가 교육 내용 기준과 평가 준거로서 제 기능을 다하려면 평가 내용 요소를 적정화하고 기준의 포괄성 및 구체성을 높이는 방향으로 개선되는 것과 함께 교사양성 교육과정의 설계와 운영을 평가 영역 및 평가 내용 요소와 일치시키기 위한 정책 지원 방안이 마련될 필요가 있다.
Abstract
Evaluation Content Standards for Moral Teacher Selection Test has been functioning as content standards for teachers and evaluation criteria for pre-service teachers' competence since 2008. But now that educational standards have several problems and limitations. It's most problems arise from not doing reflecting changes in the Basic Completion Subject in Ethics such as exclusion of subject National Security, and changes in the characteristics, goal, and structure of discipline of moral education such as an adopting ethical approach as inquiry method, an emphasizing ethical reflection and moral reasoning. In other word, that standards and other standards are not aligned with each other. And it's some standards are stated ambiguously. As a result, it's function as a standard is weakening. Evaluation Content Standards for Moral Teacher need to be improved in the direction of optimizing content areas and elements and increasing it's comprehensiveness and concretedness.
참고문헌 (37)
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