농어촌 학교 교원자격기준 제정 및 적용 방안

Abstract

The purposes of this study were three-folds: (1) to discuss rationale of the establishment of teaching standards for rural school teachers, (2) to explore the nature of the teaching standards and their core components, and (3) to suggest policy tasks for establishing and applying teaching standards for rural school educators. This study suggested that the teaching standards for rural education should be based on basic knowledge and skills required to all teachers. In addition, the standards should include particular knowledge and skills reflecting rural education context; ability to teach other subjects over their major subject, understanding rural educational conditions, ICT, ability to teach 'ways of life'. This study also suggested that future policies regarding this issue should be focused on issues, including improving relations between teacher education and selection criteria, emphasizing teachers' context-dependent ability, improving partnerships between teacher education providers and schools. The issues identified in this study implied some policy tasks for rural education concerning this matter. They were developing teaching standards for rural school teachers, developing standardized curriculum for educating teachers working at rural schools, introducing an accreditation system for rural teacher education programs, recognizing students' educational services at rural schools as credit points of teacher education program, introducing a special program for educating future rural teachers who are recommended by superintendents, a special employment policy for rural school teachers, and establishing professional teaching positions for rural teachers.