• Journal of the Korean earth science society
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• v.31 no.5
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• pp.488-499
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• 2010

In this research, we investigated the historical development and ways of improvement of the teacher employment test (TET, hereafter) in Korea. This paper consists of three parts. The first part details the secondary science teacher education system in Korea. The second part elaborates upon the development of the TET since 1990's. The third part provides conclusion by addressing ways to improve science teacher education and employment systems in Korea. After all, the keen competition for teacher education and the demanding entry test ensure that secondary science teachers are selected from a pool of candidates with high academic achievement. Korean teacher employment system in general places more weight on subject knowledge. Although we cannot simply conclude that Korean science teachers must have profound knowledge in the subject matter and are competent in pedagogy, it stands to reason that the teachers could be more competent in performing their roles than those of many western countries with an acute shortage of teachers. We also suggested future directions and ways of improvement regarding teacher education and the TET in Korea.

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.47-56
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• 2008

This article presents how in China mainland a school and a school district find their science teachers. Based on studying relevant materials and years of intensive involvement in teacher education and recruitment practices the authors draw three features of the current secondary science teachers' employment system in China mainland: certification control conducted very loosely selection criteria and process vary with schools and school districts due to the remarkable difference existed among them the normal universities/colleges established originally only for secondary science teacher education still play a vital role in shaping effecting quality of teacher candidates although no one of them for a long time have focused on only doing what they were supposed to do. For further development, changes and essential reform are expected duo to the increasing promotion toward the internal quality of education and therefore high quality of teachers and teacher candidates.

• The Mathematical Education
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• v.60 no.3
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• pp.281-295
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• 2021

This study examines the breadth and depth of knowledge of the teacher employment test for secondary mathematics. For the breadth of knowledge, we attempted to figure out the range of knowledge in terms of the content areas using the standards from the Korea Society Educational Studies in Mathematics[KSESM](2008). For the depth of knowledge, we chose Anderson & Krathwohl(2001) framework to analyze levels of each item in the test. The results from the analysis of 180 items in the teacher employment test between 2014 and 2021 show that while items in mathematics education have considerable variation in terms of range and levels of knowledge, those in some subjects of mathematics can be found only certain level of knowledge. i.e., merely certain topics or levels of knowledge have been heavily evaluated. Thus, considering the breadth and depth of knowledge teachers should have, the current exam needs to be improved in terms of teacher knowledge. It does not mean that every topic and every level of knowledge should be evaluated. However, it is a meaningful opportunity to think about what kinds of knowledge teachers should have in relation to K-12 mathematics curriculum and how we can evaluate the knowledge. More collaborative effort is inevitable for the improvement of teacher knowledge and teacher employment test.

• The Mathematical Education
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• v.63 no.1
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• pp.85-104
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• 2024

This study aims to analyze the mathematics items of the 2013-2024 elementary school teacher employment tests in order to identify the knowledge and characteristics required to teach mathematics, and discuss the future direction of improvement of the elementary school teacher employment tests. By using the revised analytical framework of TEDS-M, we found that the proportion of MCK and MPCK differed from year to year and MPCK was relatively dominant. We also observed that the items were heavily focused on particular knowledge domains, cognitive processes, and levels within MCK and MPCK, and a shortage of items desigend to asseess knowledge in the field of assessments and the ability to engage in higher-order thinking. The results from this study suggest the future direction of improvement of the elementary school teacher employment test to evaluate teacher knowledge and ability necessary in an increasingly diverse society.

• Hwankyungkyoyuk
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• v.14 no.1
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• pp.66-80
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• 2001

In this study, the current status and the desirable ways for improvement of the examination system for the employment of the environmental education teachers in the secondary school were investigated. For the study, first, problems and reasons, and the counterplan of policy on the teacher connected directly with the examination employing secondary school teachers through exploration of the related literatures were analyzed; second, it was identified that the essential quality which environmental education teachers should have ready; third, the curriculum of environmental education teacher training universities and the seventh environmental curriculum were examined to provide a basis of discussion on the principle of setting questions for the employment of environmental education teachers; fourth, the number of recruitment, the number of examinee, the principle of setting questions, the composition of questions, and the distribution of scores of the examination which were carried out in the school year 2000 and 2001 were compared and analyzed; finally, the basis of the above analyses, recommendations to consider the examination system for the employment of environmental education teachers in the secondary school were presented as follows: first, the team managing the examination for the employment should reflect the aims and special contents of environmental education to discuss and decide the principle of setting questions on the environmental course; second, the proportion of subject matter education in the examination for environmental education teachers should be increased; third, the validity of questions for the examination should be clarified and the difficulty level of the questions should be low.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.127-149
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• 2011

The presence of teacher is very important and it could be the core of making success or failure of education. Thus, most countries have a training program and employment system school teachers for guarantees to school teachers' qualification and profession. Teacher qualifications can be obtained by law, teacher recruitment examination for school in Korea. The Praxis tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations in U.S. Korea teacher employment test consist of 3 groups(1st, 2nd, 3rd test), 1st test measure general and subject-specific Knowledge. The U.S. teacher certification test consist of 3 groups(Praxis I, II, III), Praxis II measure knowledge of specific subjects that K-12 educators will teach, as well as general and subject-specific teaching skills and knowledge. The purposes of this study is to review teachers' certification and recruitment system comparative analysis examination questions in the Korea and U.S. This will allow for suggestions in the Korean teacher librarian employment test system.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.464-472
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• 1997

The purpose of training science teachers is to bring up the ideality and the most excellent science teachers whom our society needs. So, teacher training college curriculums of science education should be the ones that will train competent and respectable science teachers who have the technical and practical theory and knowledge through the process of high level academic experiences and activities. Accordingly, the training system and improvement plan for the problems in employment of science teachers in secondary schools should be as follows: 1. The employment examination for teachers should be abolished instead, the system of an apprentice teacher should be brought in, or private schools as well as public schools should bring in employment examination system. 2. With the modification of science teacher training curriculums, the cooperative studies of science major subjects and science education subjects should be strengthened and the connection between real needs of secondary schools and curriculums of secondary school science teacher training should be embodied. 3. Bringing up excellent science teachers should be facilitated through the establishment of administrative and financial aiding system about teacher training college.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.505-518
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• 2003

A survey has been administered to investigate the adequacy of the chemistry teacher employment examination. The questionnaires were sent to the professors of the fourteen departments of chemistry education all over the nation and the responses were collected from the thirteen departments. From the analyses of the responses, the problems were pointed out and the suggestions were made for the improvement of the examination to recruit excellent chemistry teachers. Reconsideration of the ratio of subject matter education to subject contents, adjustment of format and number of questions, maintaining of proper degree of difficulty and discrimination of items, reconsideration of relevancy to practical education, raising the number of committee for the examination, the reflection of the 7th science curriculum, and opening to the public of the information related to the teacher employment examination were discussed.

• Journal of the Korean Data and Information Science Society
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• v.28 no.6
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• pp.1539-1545
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• 2017

In this paper, we analyze and discuss the trend of the probability and statistics problems that have been made in the public secondary school teacher employment exam for mathematics teachers. In order to properly teach the national mathematics curriculum in 2015 in terms of content and function, we investigate the probability and statistics contents that a mathematics teachers should know. We also analyze the contents and trends of the items that have been submitted for 15 years in public secondary school teacher employment exam, and discuss the contents, scope, level and direction of the future contents. In conclusion, considering the significance of the Big Data in the 4th industrial revolution, the problems of statistical thinking of data and probability, exploratory data analysis, sample survey, and statistical inference are needed more.

• Journal of the Korea Society of Computer and Information
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• v.27 no.7
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• pp.115-124
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• 2022

The purpose of this study is to analyze and present keywords, trends, and language networks of keywords for each year of the pedagogical exam of the secondary teacher's employment exam for the 2019~2022 school year. The main research methods were text mining technique and language network analysis method, and analysis programs were KrKwic, Wordcloud Maker, Ucinet6, NetDraw, etc. The research results are as follows; First, keywords such as teacher, student, curriculum, class, and evaluation appeared in the top rankings, and keywords (online, wiki, discussion ceremony, information, etc.) that reflect the recent online class progress in the current COVID-19 situation also tended to appear. The keywords with high frequency of occurrence in the four-year integrated text were student(44), teacher(39), class(27), school(18), curriculum(16), online(10), and discussion method(8). Second, the overall language network of the keywords with high frequency of 4 years showed a significant level of density(0.566), total number of links(492), and average degree of links(16.4). The degree centrality was found in the order of teacher(199.0), class(197.0), student(185.0), and school(150.0). Betweenness centrality was found in the order of teacher(30.859), class(18.956), student(16.054), and school (15.745). It is expected that the results of this study will serve as data to be considered for preparatory teachers, institutions and related persons, and teachers and administrators of secondary school teacher training institutions.