디자인·공예과 중등교원 임용시험에 관한 연구

Abstract

This study was aimed at suggesting a desirable direction after analyzing trends of test items of compulsory pedagogical subjects, the lst major subject test, in the Appointment Examinations for Secondary Design and Craft teachers from 2002 to 2008. Based on the analysis, the reflection level of pedagogical subjects in the examination was inspected and test items in pedagogical sectors were analyzed in detail. Detailed distribution was examined first through analysis of test items in the examinations from 2002 to 2008 by years, contents and questions, and based on the analysis, objective conformity of standards and scopes of the tests was investigated. As a result of analysis of issues and current situations in appointing secondary design and craft teachers by utilizing a wide range of routes such as literatures on selection and competition examination system for secondary teachers, test items in the first written tests of major subjects from 2002 to 2008, literature studies, data from the Internet and in-depth interviews, test items were mainly focused on design and craft teaching, visual design, product design, color studies, metal craft, basic pottery, craft design and craft practice out of 21 compulsory subjects presented in the notification NO 2000-1 of the Ministry of Education. In the meantime, according to the in-depth survey for 50 secondary art and craft teachers, major subjects they are emphasizing at school are design and craft teaching, color studies, visual design in order whereas accessories, industrial design, display, metal design and material studies were less emphasized in the education field. Four major subjects, design and craft teaching, color studies, visual design and product design, which have been emphasized in the appointment examinations for the last 7 years were met with the four major subjects teachers have focused while metal design, basic pottery and craft design revealed relatively low emphasis. Accordingly, contents of test items in the examination should be equally from more various major subjects rather than focusing on specific ones. There are 21 major subjects presented in the notification of the education authority, but test items were likely to be mainly from specific subjects such as design and craft teaching, visual design, product design, color studies, metal craft, basic pottery and craft practice with fairly low focus on basic sketch, basic molding, craft studies and material studies. What is worse, the fact that there have never been question items from graphic design and industrial design for the last 7 years suggests it is worth pointing out that the equality and variety of test items in the examination should be more considered. Since correct answer rates, discrimination level and credibility level on the appointment examination have not been publicly opened currently, a host of issues have been raised on feasibility and credibility of the test. Considering the reality in which the feasibility is being an issue, clearer and more accurate standards should be established to evaluate capacities and quality of teachers and the contents should be publicly opened. In addition to this, the exam should become a test with further objective and fair standards through analysis of various statistic data and test items.