직업계고 학점제 시행에 따른 수·해양계 마이스터고등학교 교사의 인식 분석

Abstract

This study analyzed the basic perception of the introduction of the vocational high school credit system, class and career selection, curriculum, evaluation, facilities and operation, and the characteristics of each variable in the expectation of student change following the introduction of the credit system, targeting fisheries and maritime Meister high school teachers. By looking at it, it will be an active preparation for changes in the curriculum of fisheries and maritime high schools in the future. In accordance with the introduction of the vocational high school credit system for Meister High School in 2020, this study has identified problems with the implementation of the vocational high school credit system. The purpose of this study is to suggest improvement measures to help efficient operation during full implementation. To find out, this study conducted a literature study and survey. In the literature study, various pros and cons according to the initial policy introduction, an analysis of perceptions of teachers who are policy executors at the time before the introduction of the vocational high school credit system, and domestic and foreign operation cases were examined. The questionnaire survey was divided into six(6) parts on the basic perception on the introduction of the vocational high school credit system, class and career selection, curriculum, evaluation, facilities and operation, and expectations of student change according the introduction of the credit system. It was conducted for teachers of fisheries and maritime Meister high school teachers nationwide. The conclusions and implications reached through the questionnaire analysis are as follows. First, it was found that teachers' perception and receptive attitude were very high compared to the training experience related to the vocational high school credit system. However, although the vocational high school credit system responds to social change and individual autonomy, the percentage that believes that the introduction of the credit system will lead to positive student change at the school site was relatively low. This can be said as a result of showing that the credit system is regarded as a single purposeful education policy appropriate to the purpose and time, rather than the voluntary participation of teachers and implementation of policies according to the needs of the teachers. The difference in each part analyzed by variable was significant. Looking at each work area, Jeonnam was the most positive in all areas, including the degree of recognition of the vocational high school credit system. On the other hand, Busan was the most negative not only about the recognition of the credit system, but also about the expectation of positive changes for students by introducing the credit system. This can be said to represent a change in teachers' perceptions according to regional implementation stage. In terms of major, teachers in a specialized subject showed a relatively positive attitude toward the vocational high school credit system compared to ordinary subject teachers. By educational experience, teachers with less than 5 years were the most positive in the overall part, including recognition of the introduction of the credit system. In contrast, it was found that teachers with more than 10 years and less than 15 years, who play the most pivotal role of unit schools, are relatively skeptical about introducing the credit system. Through the results of this analysis, this study proved that the degree of awareness and determination of fisheries and maritime Meister High School teachers in each part for the vocational high school credit system is generally high. It can be seen that for the successful introduction and settlement of the vocational high school credit system, somewhat differentiated training content depending on the major and educational experience is necessary. In particular, in the case of teachers who have the educational experience playing the most pivotal role of the unit school, they show a rigid and passive attitude to the new educational policy. A method of identifying problems and finding alternatives may be necessary. The difference in perception of teachers by work area can be said to be a change in perception by the time when the credit system was introduced. Curriculum forms needs to be corrected and supplemented for significant differences should be presented. In addition, the common goal of operating the vocational high school credit system will be guided in a desirable direction through the difference in perception between the speciailized subject teacher who is actually expected to play a leading role in the operation of the credit system and ordinary subject teachers. Possible collaboration methods should be presented. The proportion of career guidance teachers as well as related major teachers as managers of various elective subjects related to the vocational high school credit system is expected to increase considerably. In terms of career selection part, measures to improve the teaching and learning ability of career guidance teachers should be explored, and standards and measures to actively utilize industry-academia adjunct teachers and industry instructors as a plan for opening elective courses selected by minority students should be established. As this study is for teachers of fisheries and maritime Meister high schools, there will be many factors that cannot be improved in the real and physical dimensions of general specialized high schools as the subject of the study is a Meister high school with sufficient human and financial basis. There were limitations such as the fact that the implementation of the credit system itself was early in time, and environmental restrictions that prevented normalization of the curriculum due to Covid-19. Therefore, a follow-up study is needed.