• Proceedings of the Korea Society of Mathematical Education Conference
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• 2009.10a
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• pp.45-76
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• 2009

본 연구는 1992학년도부터 2008학년도까지의 수학과 중등교사 신규임용후보자 선정 경쟁시험(이하 중등교사 임용시험)과 2009학년도의 개정 시행된 시험(2008년 11월 9일), 그리고 이에 앞서 한국교육과정평가원에서 시행한 2009학년도 수학과 중등교사 임용시험 모의평가(2008년 6월 14일 시행)을 분석하고 평가문항의 내용별 분포와 적절성을 검토함으로써 수학과 중등교사 임용시험의 개선방안을 모색하기 위하여 다음과 같은 연구문제를 설정하고 이에 대한 분석을 하였다. 수학전공과목 임용시험 출제 평가문항의 내용영역별 분류는 어떠한가? 수학과 중등교사 임용시험 평가 문항들의 각 영역별 출제 빈도수는 어떠한가? 전국 사범대학교 수학교육과의 교육과정은 어떠한가? 임용시험 평가문항들이 사범대 수학교육과의 기본 이수과목을 포함한 교육과정을 적절하게 반영하고 있는가? 향후 중등교사 임용시험의 개선점에는 무엇이 있겠는가? 각 연구문제에 대한 분석결과에 대해 심층적으로 알아보고 중등교사 임용시험 평가문항들과 전국의 사범대학교 수학교육과의 기본 이수과목들에 대한 관련성에 대해 알아볼 것이다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.07a
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• pp.244-247
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• 2018

본 연구는 우리나라 중등교사 임용시험의 형태가 개편된 2014년도 이후부터 2018년도 현재까지 진행된 중등교사 임용시험 관련 선행연구들을 언어네트워크 분석 방법론을 활용하여, 그 연구동향을 분석하였다. 본 연구에서는 2014년도 이후 5년간 진행된 중등교사 임용시험 관련 연구 55건을 대상으로 주요 핵심어 추출 및 워드클라우드 제시, 주요 핵심어의 언어네트워크 전체 분석 및 3종 중심성(연결정도, 근접, 매개) 분석, 네트워크 값을 반영한 네트워크 그림 시각화 작업 등을 진행하였다. 중등교사 임용시험 관련 선행연구의 주요 핵심어는 분석, 문항, 출제, 인식, 임용후보자, 교과교육학, 국어과, 선정경쟁시험, 개선, 예비교사, 교과내용학, 기출문항, 임용교사, 제도, 탐색 등이었다. 이들 상위 빈도 핵심어들은 나름 높은 연결정도를 가지고 다른 핵심어들간의 의미연결망을 구축하고 있음을 확인하였다, 이런 연구결과는 중등교사 임용시험 주제 연구 진행을 할 때, 연구주제 선정 및 방향 설정에 도움을 줄 것으로 기대된다.

• Communications of Mathematical Education
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• v.12
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• pp.527-537
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• 2001

중등교사 임용고사는 현실적으로 수요를 초과하는 다수의 교사 자격증 소지자 가운데에서 우수한 교사를 선발하여 공립 중등학교에 임용하기 위한 공개 경쟁 시험제도이지만, 그 영향력은 중등교육의 발전과 사범대학의 교육과정에서 결정적일 뿐 아니라, 사회적으로도 지대하다. 여기서는 “좋은 수학교사”의 양성과 선발이라는 문제를 중심으로 임용고사가 수학교육의 발전에 순기능적 원동력이 될 수 있도록 개선을 위한 몇 가지 드러난 문제점들에 대하여 논의하고, 필연적으로 임용고사의 영향력 아래 놓이게 되는 수학교육과의 교육과정과의 관계에서 상호 보완적 역할을 할 수 있는 방안과 수학교육과의 교육과정에 대하여 개략적으로 논의하였다.

• Journal of Science Education
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• v.44 no.1
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• pp.122-132
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• 2020

The purpose of this study is to examine the teacher expertise to be evaluated in the secondary science teacher employment test (TET, hereafter) in order to respond to changes in educational environments including the transition to competency-based curriculum, and ways to improve the first exam in major areas in the current TET. For this purpose, Delphi surveys and in-depth interviews were conducted with 18 professors of science education who have experience in the TET. According to the research results, teacher expertise such as subject teaching, student understanding, intelligence information utilization, community competencies, and so on were suggested. Ways to improve science content exam in the TET include securing fairness and validity by increasing the number of questions, strengthening the connection with the secondary school curriculum, updating assessment areas for certificate subjects periodically, etc. Ways to improve science education exam in the TET include research and development on the types of science education questions, introducing essay test to science education exam, development of a standardized curriculum on science education, etc. Based on the research results, the necessity of revising the curriculum for teacher training colleges, differentiating curriculum between teachers' colleges and natural science colleges, and reforming the teacher training system by introducing graduate school of education were suggested.

• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.1-10
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• 2019

As the 2015 revised curriculum is implemented and the software education is emphasized, the education field demands more informatics teachers with computational thinking and programming skills. In this thesis, we have studied ways to improve the practical evaluation of informatics·computer teacher-appointment test so that a preliminary teacher can be selected through the evaluation of programming skills. We analyzed existing informatics·computer appointment tests and conducted questionnaires for professors and teachers to suggest improvement and expansion of practical skill evaluation. According to the results from the questionnaire, 88% of the respondents answered that expanding the evaluation of programming practice is necessary. In the questionnaires regarding the programming language, the number of questions, and the test time, the highest response rate was C language(51%), 5 questions(66%) and 2 hours(56%).

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.311-320
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• 2021

At present, the secondary school teacher employment examination(SSTEE) is the only gateway to become a national and public secondary teacher in Korea, and after the revision from the 2014 academic year, all the questions of the exam have been converted to supply-type test items, requiring more definitive, accurate, and solid answers. Compared to the selection-type test items that measure recognition memory, the supply-type questions, testing recall memory, require constant memorization and retrieval practices to furnish answers; however, there is not enough learning tools available to support the practices. At this juncture, this study invented a mobile app, called ONE PASS, for the SSTEE. By unpacking the functional mechanisms of the brain, the basis of cognitive processing, this ONE PASS app offers a set of tools that feature brain-based learning principles, such as a personalized study planner, motivation measurement scales, mind mapping, brainstorming, and sample questions from previous tests. This study is expected to contribute to the research on the development of learning contents for applications, and at the same time, it hopes to be of some help for candidates in their exam preparation process.

• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.187-193
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• 2017

The purpose of this study was to investigate some implications for optics education and improvement of the Examination for Appointing Secondary School Physics Teachers (EASSPT), by analyzing the problems in EASSPT. For these purpose, we analyzed 38 optics problems of the EASSPT from the 16 school years of 2002 to 2017. The results of the analysis are as follows: First, optics problems were presented in 10.8% of the physics subject area, which was least frequently. Second, many problems have addressed specific areas such as Snell's law, image of a single lens, or interference. Few problems were found in many other evaluation areas, including optical instruments and aberrations. Third, compared to other areas, optics problems were presented as relatively easy questions, and the problems were presented in more laboratory contexts than daily-life contexts. In addition, we have discussed implications for EASSPT and in-service physics-teacher training.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.429-436
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• 2010

In this study, the difficulties experienced by secondary preservice science teachers in studying the theory of science education for teacher selection test were studied. At first, questions of the internet cafe for preparing the teacher selection test from January 2008 to June 2009 were analyzed in terms of content area. A survey was also administered to 39 preservice science teachers who took the teacher selection test. The rubric used in this study was developed by the Korea Institute for Curriculum and Evaluation and the Korean Association for Science Education. As a result, the most frequent question areas were 'philosophy and history of science' and 'theories and models of teaching and learning science'. In the survey with the preservice science teachers, the most difficult content area was the philosophy of science. The application of teaching and learning model was also one of the most difficult areas. Based on these results, educational implications were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.78-89
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• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.794-806
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• 2013

The purpose of this study is to analyze what kinds of science education theories are targeted in the "Examination for Appointing Secondary School Science Teachers (EASST)." For the analyses, we extracted the contents related to the science education theories in the question items of the EASST of 2008 through 2012, and categorized those theories into science curriculum, history of science and philosophy of science, scientific inquiry, theory of teaching and learning, model of teaching and learning, and assessment. The results of this study indicated that the theory of teaching and learning appeared most frequently and there were high proportions of question items related to the following topics: contents in science curriculum, scientific method, contemporary philosophy of science, process of inquiry, Ausubel's theory, learning cycle model by Lawson, cooperative learning, criteria of performance assessment, and etc. While we, as science educators, believed that the other categories such as 'history of science' provides important topics for pre-service science teachers, questions items dealing with those were rarely found in the past EASSTs. As EASST has strong influences on the professional developments of pre-service science teachers, more research should be pursued on how much and what domains of science education theories would be appropriate for the test.