음악과 중등교원 임용고사 경향 분석 : 임용고사 출제 기준과 사범대학 교육과정의 연계성 중심으로 = The tendency of certification examination for secondary school music teachers

다국어 초록 (Multilingual Abstract)

The most important things for selecting qualifying teachers are as following; establishing definite standards, setting questions for the teacher certification examination observing the standards, and establishing institutes for training qualifying teachers. These three factors cannot be independent as they should be closely related to each other, and this study was progressed based on this fact. This study analyzed the questions for the teacher certification examinations taken from 2010 to 2013, and set two directions: Firstly, do criteria for setting exam questions and question percentage coincide? Secondly, do curriculum of teacher's college and the contents of the teacher certification examination coincide?

For the first study, questions written for the tests from 2010 to 2013 were analyzed and compared to the question percentage: percentage of subject matter education and subject contents, percentage of particular subjects within subject contents, and percentage of Korean traditional music and Western music. Question criteria of the teacher certification examination were set based on the result of the joint research focused on Korea Institute for Curriculum and Evaluation. As a result, percentage of subject matter education was different from that of subject contents. Also, percentage of Western music was six times higher than Korean traditional music. Even though there are standards for setting exam questions, these standards were not obeyed. This phenomenon suggests that question contents depend on examiners, and that it is accepted publicly as a trend.

For the second study, curriculums of 10 teacher's colleges, which offer Music Education, were analyzed. As a result, there was one college that does not open a class necessary for the teacher certification examination. Teacher's college has a purpose of training qualifying teachers, and this purpose corresponds with the purpose of the exam. Therefore, curriculum of teacher's college should be united with the exam subjects. On the other hand, even though all the subjects for the exam were included in the curriculum, some of the classes seemed to need betterment. For example, it was possible for students to take all classes of one subject in one semester. However, these subjects are the ones that require a long-term study, such as Harmonics and Counterpoint. Therefore, curriculum seemed to need a systematic and phased management through all college years.

In conclusion, for producing qualifying teachers, examiners should obey the question standards, and institutes should reorganize their curriculum to make it conformed to the teacher certification examination.

목차 (Table of Contents)

• 제 1장 서론 1
• 제 1절 연구의 필요성 및 목적 1
• 제 2장 이론적 배경 3
• 제 1절 중등교원 임용제도 3
• 1. 중등교원 임용제도 3
• 2. 중등교원 임용시험의 실시배경 4
• 3. 임용고사 문항 출제 6
• 4. 2014년도 중등교원 임용시험의 개편안 10
• 제 2절 중등 음악 교원 양성기관 12
• 1. 중등 음악 교원 양성기관 12
• 2. 사범대학교 교육목적 16
• 제 3장 연구내용 18
• 제 1절 연구방법 18
• 제 2절 문항 분석을 통한 연구 19
• 1. 임용고사 출제 기준과 임용고사의 연계 19
• 1) 출제 기준 20
• 2) 문항 검토 23
• (1) 기본 이수 과목의 비율 및 문항 수 비교 23
• (2) 국악과 양악의 비율 및 문항 수 비교 30
• 3)문제점 34
• 2. 교육과정과 연계 37
• 1) 학교별 교육과정 분석 37
• (1) 건국대학교 38
• (2) 경상대학교 39
• (3) 공주대학교 40
• (4) 전남대학교 41
• (5) 한국교원대학교 43
• (6) 경남대학교 44
• (7) 서원대학교 45
• (8) 조선대학교 47
• (9) 청주대학교 48
• (10) 목원대학교 50
• 2) 학교별 교육과정 비교 분석 51
• 제 4장 결론 53
• 참고문헌 55