Methods of Strengthening the Competence of Vocational Education Institute Teachers : Focusing on Vocational High Schools

학령 인구의 감소, 고령자 인구 비율의 증가 등과 같은 인구 구조의 변화, 서비스직 전문직 비중의 확대 등 산업 고용 구조의 변화, 직업 교육에 대한 부정적인 사회 문화적 인식 등은 직업 교육의 중심 기관인 '전문계 고등학교'의 교육적 역활과 기능에 혼란을 일으키고 있다. 특히, 전문계 고등학교 졸업생의 80% 이상이 대학에 진학하고 있는 현 상황에서, 직업 교육의 질적인 변화와 혁신을 유도하기 위해 가장 중요한 것은 바로 '전문성을 갖춘 직업 교육 교원의 역량 강화'이다. 전문계 고등학교의 중심으로 한 직업 교육 교원은 산업 현장의 기술 수준 변화를 비롯하여 사회적 수요 변화에 탄력적으로 대응해야 한다. 이에 따라 직업 교육 교원이 교육의 전문성과 현장성을 담보하기 위해 개발하고 강화해야 할 역량이 무엇인지 정확하게 규정하고, 교원의 양성과 향상 단계에서 어떠한 변화가 요구되는지를 파악하여, 정밀 진단을 통해 종합적인 정책적 제도적 개선 방안을 마련할 필요가 있다. 이 연구는 전문계 고등학교 전문 교과 교원의 역량 강화의 중요성과 의미, 전문계 고등학교 전문 교과 교원의 현황과 교원교육시스템 분석, 직업 교육 교원의 현황 분석, 양성 교육 시스템 분석과 직업 교육 교원의 향상(연수) 교육 시스템 분석, 선진국의 중등 단계 직업 교육 교원 역량 기준과 교원 교육 시스템 분석, 전문계 고등학교 전문 교과 교원의 역량 강화 및 개선 방안 등을 제시하였다. 따라서 본 연구에서 제시된 ？연구 결과들은 전문계 고등학교 전문 교과 교원의 역량 강화를 위해 종합적인 개선 방안을 마련하는 데 중요한 정책적 정보를 제공할 수 있을 것이다. ○ 주요내용 - 직업 교육 교원 역량의 개념과 유형 분석 - 직업 교육 교원 역량 변화에 따른 시사점 - 직업 교육 교원 현황과 교원 교육 시스템 분석 - 선진국 직업 교육 교원 교육 시스템 분석 - 직업 교육 교원 역량 강화 및 개선 방안1. Overview of the study This study is designed to present comprehensive improvement and enhancement methods from the perspectives of nurturing education, enhancing the educational system, and improving policy, by investigating the competence of vocational education teachers in vocational high schools, and identifying the competence level of each teacher based on an examination. 2. Understanding the importance of strengthening the competence of vocational education teachers The qualities and capabilities that are required of teachers in the knowledge-based information society include professional competence, pedagogical expertise, understanding of technology, ability in the organization, cooperation, flexibility, and mobility. Professional competence and quality are presented by the teacher’s behavior characteristics, and encompass the knowledge, technology, and attitude that are required to play the role of a teacher. A teacher’s competence and quality should be maintained and developed continuously. That is, the professional quality and competence acquired before job assignment and during the nurturing stage can be changed, as the job competence required of teachers and the tasks to perform change in association with changes in the social environment, in technology, and in the labor market. Therefore, teachers are required to make continuous efforts to develop their skills after taking a position. Summarizing the concept of the competence that is required of vocational training teachers, teachers are required to have competence in terms of specialized knowledge and technology (teaching and learning methods, education content of specialty class, general knowledge of pedagogy), and job performance competence at the practical competence level (class activities, school operations, student guide, class management, and educational course development and operation), capability in the area of academic-industrial cooperation and association with the local community, capability for study and research activity participation to improve their own specialization at the self-development level, and capability of an appropriate professional teaching viewpoint, as well as talent and human nurturing at the value system level. 3. Status of vocational education teachers, and analysis of the teacher education system Strengthening the competence of vocational education teachers in vocational high schools is vital to securing the educational competitiveness and identity of these schools. About 300 vocational high schools have already become specialized high schools, and 50 schools will be designated as Meister Schools. As a result, it is inevitable that the teacher nurturing and training procedure, which determines the quality of teachers, should be improved. The issue of strengthening the competence of vocational training teachers in technical high schools should be handled appropriately, both during the nurturing phase before employment, as well as in the training phase after appointment. Therefore, the professionalism of vocational education teachers in vocational high schools should be re-defined, and the responsibility of such teachers should be expanded through this re-definition. In addition, the policy for teacher selection and improvement of the appointment examination should be discussed from the standpoint of strengthening the professionalism of vocational education teachers in vocational high schools and increasing their responsibility. 4. Analysis of the educational system for vocational education teachers in major countries When we summarize suggested points that allow us to discuss training for vocational education teachers in Korea using U.S. cases in relation to the enhancement of the competence of vocational training teachers, we need to standardize the type of competence that is needed from vocational education teachers, and consider initiatives such as restructuring the teacher qualification system and increasing field experience requirements. In this area, Japan considers a range of questions, such as, “What is the role that schools should play in the community?”; “What is the appropriate position of the organization’s operation system that performs its required roles efficiently and effectively?”, and “What is the intrinsic job of the teacher?” These issues affect the base of school education, and a more comprehensive review is needed. In this way, Japan discusses policy related to the job performance criteria for teachers, leading eventually to concrete plans. When suggested points are elicited from the study of job performance capability and role, and the teacher training system of German teachers is examined with regard to this study, the teacher’s role and job performance capability should not be limited to the role of transferring simple basic functions and related knowledge according to a pre-defined timetable, because structural changes can take place in society. In addition, Germany presents standardized competencies in 11 areas that are required from the teacher at the teacher nurturing stage, which covers the topic of job performance. These 11 standardized competencies should be acquired at the theoretical education stage and at the practical training stage. In addition, the teacher qualification and appointment system should ensure that a teacher’s theoretical knowledge and practical capability can be verified. In Korea, teachers are required to pass an appointment examination after completing teacher training, but the system is lacking in terms of verifying practical capability in association with actual school teaching. 5. Research and analysis of the actual conditions, and awareness of the competence level of vocational education teachers and improvement of the teacher training system It was found that most vocational education teachers feel the need to increase their competence, such as securing professionalism regarding their specialized knowledge and technical ability, nurturing practical capability for job performance, and increasing their adaptability with regard to changes in the vocational training environment (professional development). Among these, teachers feel the need to develop their “practical capability for job performance” the most, because they have to provide changed training to their students. They also feel the need to enhance their competence in the area of self-development efforts, because they perceive that they might lose their educational competitiveness if they fail to study their current job continuously. In addition, experts in fields of industry were asked about the competence of current vocational education teachers. They answered that the overall competence in relation to job performance of the teachers associated with their industry was below a “medium” level. They pointed out several reasons for this, such as a lack of practical professional development opportunities for teachers, as well as an indifferent attitude held by some teachers toward professional development. In other words, they indicated that vocational education teachers lack “self-development effort to respond to changes in vocational training.” Therefore, teachers need to receive training in order to improve their professionalism, because they might lose their educational competitiveness if they fail to continuously receive job training related to their field. Industry field training should be provided to as many teachers as possible, not just a select few. 6. Method of improving and strengthening vocational education teachers Based on this study, the government needs to develop differentiated job performance criteria (draft) for vocational education teachers in each field in technical high schools, in order to strengthen the competence of vocational education teachers. If the job performance criteria of vocational education teachers in each field in technical high schools are the macroscopic criteria, the “competence development standardization guide for reserved teachers” refers to the competence criteria that must be learned by reserved teachers during nurturing education. It is desirable to standardize the “competence development standardization guide for reserved teachers” for each job performance area when the job performance criteria for vocational education teachers in each field of technical high schools are developed. In addition, the middle and high school teacher nurturing system needs to be supplemented or reviewed, in order to improve educational specialization related to specialty and industrial applicability of vocational education teachers in technical high schools. Firstly, the role of teacher’s colleges (departments), which are an objective-type system, needs to be supplemented by specializing colleges with a focus on the industrial area that should be maintained at the national level and high-demand qualifications for each field in vocational high schools, in order to differentiate and specialize in the nurturing of professional course teachers in technical high schools. Secondly, switching from “completing the teacher’s course in the teacher’s school” to “undergraduate school for nurturing professional course teachers in vocational high schools” should be reviewed from a long-term perspective, by specializing courses provided by the existing undergraduate school of education. In addition, the teacher nurturing qualification and appointment examination should first be changed, in order to resolve the problem related to the appointment of professional course teacher sin technical high schools. Firstly, the middle school teacher qualification is currently given to college graduates without any examination for official approval. It would be a desirable alternative to require the teacher’s college graduate to complete a field practical training course in undergraduate school, or to undergo practical training for 1 year after the first examination right after graduation, before taking the second examination. When the graduate passes the second examination, teacher qualification can be given, in order to ensure the authority and quality of the teacher qualification. Secondly, the introduction of an apprentice teacher system needs to be reviewed, with the aim of enhancing practical field capability in education and industry. Thirdly, teaching capability needs to be standardized and assessed at the third examination according to the qualification criteria of the subject. In addition, the educational direction should be set in such a way that the student’s career after graduation can be balanced between employment and continuation of studies, in order for the technical high school to have educational competitiveness. To achieve this, practical training should be provided more faithfully, in addition to theoretical education related to the major, which is more fundamental than the current system. The quality of field education depends on the competence of the vocational training teacher, which in turn depends on how sincerely trainees undergo industrial field practice related to their major during teacher training. Therefore, teachers of specialized courses should be appointed from candidates with experience in the field. For this purpose, experience in the field should be included and presented in the qualification criteria, and an appointment examination procedure should be prepared to verify the quality and competence of the field-experienced applicant. In addition, the method of requiring the applicant to complete the course in the education undergraduate school or special study program for a certain period of time should be considered, which can enhance the quality of the teacher. It is also desirable to establish a “central training institute dedicated to vocational training” that reflects the characteristics of middle-level vocational training, or to out source the organization for each industry center to run a “specialized dedicated training institute for each region” in order to increase field training for new technologies according to changes in the labor market, so that it can be associated with qualification training or job training. In addition, for the field experience study for professional course teachers in technical high schools, the study program needs to be diversified? from a shorter (within 1 week) to a mid-term (1-3 months), or a long term (6 months-1 year). Also, teachers should be obliged to receive field training on a periodic basis (every 2 or 3 years) as long as they remain active. As training for vocational training teachers in technical high schools is mainly offered by training institutes of municipal or provincial education bureaus or community training institutes annexed to colleges, a standardized assessment system for these institutes needs to be developed, in order to verify the appropriateness of these institutes as specialized training institutes. However, because most teachers have a low interest in voluntary participation in professional development, the arrangement of systems at the nurturing and study stage is necessary, but instilling a consciousness of participation is currently more important, in order to increase the competence of professional course teachers in technical high schools. Encouraging voluntary participation to promote voluntary competence improvement requires the obligatory completion of field education or training for a certain period of time every year at the government, city/provincial education bureau, and school. It should also be considered that training course completion should be reflected in teacher’s competence assessment. As described above, policies should be established and improvement methods should be sought from the following basic direction, in order to provide a solution to the various problems that have been found in the current system by analyzing the nurturing and training system for professional course teachers, and by strengthening their competence as professional course teachers in vocational high schools. Firstly, an understanding the necessity of the change should be diffused among all teachers from the perspective of securing specialization in their major knowledge and technology, increasing their practical capability regarding job performance, and improving their adaptability to the changed vocational education environment, in order to strengthen their competence as professional course teachers in technical high schools. Secondary, the improvement of the nurturing of professional course teachers in technical high schools should be a tool for possessing basic job performance capability, such as majority education specialty, theory and practical competence that is associated with the industry field, and desirable occupation value, which are needed to enter into the teaching profession. Thirdly, the improvement of a selection and appointment system for professional course teachers in vocational high schools should be a means of securing outstanding reserved teachers and inducing candidates with experience in the field. Finally, the improvement of the in-service education (training) system for vocational education teachers in vocational high schools should be a means of keeping pace with the changes in education and industry, from the perspective of teacher quality management. In the results of a survey targeting vocational education teachers in vocational high schools and industry experts that was conducted for this study, it was found that professional course teachers in vocational high schools are aware that they need to secure their specialization and strengthen their practical competence in the area of job performance, and they perceive that their competence is currently lacking. However, vocational education teachers in technical high schools have a negative perception about obligatory field education or training for competence improvement. In addition, most teachers still have an insufficient perception about the voluntary participation of teachers. The arrangement of a system at the nurturing and study stage is necessary, but instilling a consciousness of participation is currently more important, in order to increase the competence of vocational training teachers in vocational high schools. Encouraging voluntary participation to promote a voluntary competence improvement requires the obligatory completion of field education or training for a certain period time every year at government, city/provincial education bureau, and school. It should be also considered that training course completion be reflected in a teacher’s competence assessment. Vocational education teachers in vocational high schools should have overall job performance competence, including theoretical and practical capability, and adaptability in the field of industry. When vocational education teachers in vocational high schools teach students with education leadership based on educational enthusiasm and competence, vocational training at the middle level can be promoted. As explained, as the importance of vocational education is being emphasized now more than ever, and as the specialization and field experience of teachers are required qualities and competencies to cope with such changes, the teacher policy related to vocational education should actively accommodate any external change factor and present a new, forward-looking vision. From this perspective, this study proposes the following as a policy to seek improvements, and to strengthen the competence of vocational education teachers in vocational high schools, in order to efficiently cope with the advent of the knowledge-based society and rapid technical innovation. Firstly, the competencies required for vocational education teachers in technical high schools should be standardized. Currently, the competence criteria for teacher’s job performance are not standardized, and only some research reports propose the candidate criteria. Secondly, the improvement of the nurturing system to strengthen competence of vocational education teachers in vocational high schools should be changed to a system that can maintain its original purpose? nurturing teachers who possess the quality and capability to be excellent teachers. For this purpose, a qualitative change is required from a teacher nurturing institute related to vocational training to a general college that offers a teacher’s course. Thirdly, stronger field experience requirements should be imposed, in order to increase the competence of vocational education teachers in vocational high schools. Fourth, policy should be presented that can positively motivate professional course teachers in vocational high schools, so that they can carry out their roles and responsibilities as teachers. In particular, attention should be paid to the introduction of new policies, because government policy can deteriorate educational quality and teaching conditions, if the policy loses consistency. Fifth, consistent policy implementation is required from the level of the central government and the municipal/provincial education bureaus, to strengthen the competence of vocational education teachers in vocational high schools. The government’s policy for the enhancement of teacher competence should be relevant at the municipal/provincial education bureau and the school level, and should be consistently operated. In addition, the educational quality should be improved, by establishing a continuous monitoring system with regard to the competence of professional course teachers in vocational high schools. Finally, it is believed that this study leaves much to be desired because it was carried out with many limitations and constraints, including the research period, even though it covers many subjects related to professional course teachers in technical high schools. The conclusion of this report presents many approaches, but lacks concrete details. Therefore, subsequent research on each method needs to be carried out.요 약 제1장 서론 제1절 연구의 필요성 및 목적 1 1. 연구의 필요성 및 목적 1 2. 연구 질문 3 3. 연구 범위와 제한점 4 제2절 연구 내용 5 제3절 연구 방법 7 1. 문헌 연구 8 2. 실태 조사와 전문가 의견 조사 8 3. 전문가 협의회 및 자문회의 개최 12 제2장 직업 교육 교원 역량 강화의 중요성과 의미에 대한 이해 제1절 노동 시장과 직업 교육 환경 변화에 따른 직업 교육 교원의 역할 변화 15 1. 노동 시장 환경과 고용 구조의 변화 15 2. 직업 교육 환경의 변화에 대응한 전문계 고등학교의 혁신 19 3. 직업 교육 교원의 역할 변화 26 제2절 직업 교육 교원 역량의 개념과 유형 분석 30 1. 역량의 개념적 의미와 특성 30 2. 직업 교육 교원의 역량 유형 분석 33 제3절 논의와 시사점 40 1. 직업 교육 교원의 역할 변화에 따른 시사점 40 2. 직업 교육 교원 역량에 대한 의미에서 시사점 43 제3장 직업 교육 교원의 현황과 교원 교육 시스템 분석 제1절 직업 교육 교원의 현황 45 1. 전문계 고등학교 현황 45 2. 전문계 고등학교 계열별 교원 수 47 제2절 직업 교육 교원의 양성 시스템 분석 50 1. 전문계 고등학교 전문 교과 교원 자격과 임용 제도 50 2. 전문계 고등학교 전문 교과 교원 양성 기관의 운영 현황과 문제점 54 제3절 직업 교육