특수교육학개론 교직과목을 수강한 중등예비교사의 통합교육에 대한 교사신념

구신실 ( Sin Sil Gu ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.1

The purpose of this study was to provide practical implications for the successful inclusion of education of pre-service teacher education. For this purpose, we examined pre-service teachers` belief on inclusion education according as the experiences of education service for children with disabilities through educational outreach experience. The participants in this study were 167 students studied introduction to special education course in the 3 university of P City. According to the purpose of this study results are as follows. First, the secondary pre-service teachers for inclusive education of teachers beliefs level was higher than the median, beliefs about the expectations for the inclusion of the sub-area of teacher beliefs about integrated education teachers were the highest. And beliefs about the actual integrated classroom teachers was the lowest. Second, the integrated education for secondary pre-service teachers on education services for children with disabilities experience higher than the secondary pre-service teachers on children with disabilities do not have experience in educational outreach, teacher beliefs were. And teacher beliefs about inclusion appeared to be higher than a certain period of secondary pre-service teachers on children with disabilities do not have experience in educational outreach education service had experienced a period of secondary pre-service teachers. Secondary pre-service teachers of children with disabilities in institutions of education and volunteer experience on teacher beliefs and according to the type of participation that showed no significant differences. Third, teachers of secondary pre-service teachers beliefs according to gender, there was no difference. Appeared to be higher than pre-service teachers enrolled in secondary pre-service teachers enrolled in the Graduate School of Education, Faculty of secondary teacher beliefs about integrated education. And the completion of a series of teaching the non-major in the secondary pre-service teachers, in pursuing the teaching profession in the College of Education Department of Education Department of Secondary pre-service teachers a critical perspective on inclusive education for teachers` beliefs were higher than the However, the beliefs of the teachers in the belief that the entire sub-region and integrated education for teachers teaching under this classification showed no significant differences.

초・중등교사 직무스트레스 연구동향 분석

한혜정,유기웅 안암교육학회 2022 한국교육학연구 Vol.28 No.2

This study aims to explore the trend of job stress research of elementary and secondary school teachers by analyzing academic papers published in Korea for 10 years and to draw implications for job stress research of elementary and secondary school teachers. For this purpose, a total of 78 studies on job stress of elementary and secondary school teachers were conducted from 2012 to 2021, and the contents analysis was conducted based on the analysis of published year, published journals, research subjects, research methods, and related variables. First, the study on job stress of elementary and secondary school teachers was conducted steadily from 2012. Second, studies were conducted in various journals, and third, secondary school teachers were the most common subjects, and among them, there were many studies on general middle school teachers. Fourth, the study on the factors that job stress affects in relation to research topics was the most dominant, and the theme related to burnout, which is an emotional factor, was the most frequently performed. Fifth, most of the job stress studies of elementary and secondary school teachers were conducted quantitatively, and other research methods were not used frequently. Fifth, most of the job stress studies of elementary and secondary school teachers were conducted quantitatively, and other research methods were not used frequently. Sixth, as for related variables, there were many personal emotional factors and job-related job attitudes, and the following conclusions and implications were presented according to the results of this study. First, the study on job stress of elementary and secondary school teachers should continue in the future. Second, it is necessary to expand the research on teachers who experience job stress with different characteristics from job stress of elementary and secondary school teachers. Third, it is necessary to develop a program to reduce the job stress of teachers by identifying the cause of job stress and solving it. Fourth, it is necessary to explore the subjects of education such as teachers, students, and parents from an integrated perspective. Fifth, the study on factors that can reduce or defend teacher job stress should be conducted continuously. Sixth, it is necessary to develop healing programs and treatment programs to relieve job stress of elementary and secondary school teachers and provide them to teachers. In the follow-up study, it is suggested that qualitative research should be utilized, accurate survey of teachers who are experiencing job stress should be conducted, and the potential type of job stress should be identified. 본 연구는 최근 국내에서 10년 동안 발간된 학술 논문을 분석하여 초・중등교사 직무스트레스 연구 동향을 탐색하고 초・중등교사 직무스트레스 연구에 관한 시사점을 도출하고자 하였다. 이를 위해 2012년부터 2021년까지 국내 학술 논문 중 초・중등교사 직무스트레스 관련 연구 총 78편을 대상으로 게재년도, 게재 학술지, 연구대상, 연구주제, 연구방법, 관련 변인을 분석의 틀로 하여 내용분석을 실시하였다. 분석 결과 첫째, 초・중등교사 직무스트레스 연구는 2012년을 기점으로 꾸준하게 연구가 이루어지고 있었다. 둘째, 다양한 학술지에서 연구가 수행되고 있었고, 셋째, 연구대상으로는 중등교사가 가장 많았으며 그 중에서도 일반 중학교 교사를 대상으로 한 연구가 많은 것으로 나타났다. 넷째, 연구주제와 관련하여 직무스트레스가 영향을 미치는 요인에 대한 연구가 가장 우세하였으며, 정서 요인인 소진과 관련된 주제가 가장 많이 수행되었다. 다섯째, 초・중등교사 직무스트레스 연구는 대부분 양적 연구로 이루어졌고, 그 외 연구방법은 자주 활용하지 않는 것으로 나타났다. 여섯째, 관련 변인으로는 개인 관련 정서요인과 업무 관련 직무태도가 많았다. 이러한 연구결과에 따라 다음과 같은 결론과 시사점을 제시하였다. 첫째, 향후에도 초・중등교사 직무스트레스에 대한 연구가 지속적으로 진행되어야 한다. 둘째, 초・중등 일반 교사의 직무스트레스와 다른 특징을 가진 직무스트레스를 경험하고 있는 교사를 대상으로 하는 연구가 확대될 필요가 있다. 셋째, 직무스트레스의 원인을 밝혀내고 이를 해결하여 교사의 직무스트레스를 경감하는 프로그램 개발이 필요하다. 넷째, 교사, 학생, 학부모 등 교육의 주체를 통합적인 시각으로 탐색할 필요가 있다. 다섯째, 교사 직무스트레스를 줄이거나 방어해줄 수 있는 요인들에 대한 연구는 지속적으로 이루어져야 한다. 여섯째, 초・중등교사 직무스트레스를 완화할 수 있는 치유 프로그램, 처치 프로그램을 개발하고 교사들에게 제공해야 한다. 후속 연구에서는 질적 연구를 활용할 필요가 있고, 직무스트레스를 겪고 있는 교사에 대한 정확한 실태조사를 해야 하며, 잠재된 교사 직무스트레스 유형을 밝혀내야 한다고 제언하였다.

中小学教师行使教育惩戒权的法律问题研究

宿力嫄 ( Su-liyuan ),李佳童 ( Li-jiatong ) 경상대학교 교육연구원 2023 현대교육연구 Vol.35 No.1

The power of punishment for primary and secondary school teachers is the right of teachers to intervene and punish students in accordance with laws and certain procedures in order to realize the purpose of education. As the leader of school education and teaching activities, primary and secondary school teachers enjoy the right of educational punishment power of educational management, which is of great significance to ensure the achievement of educational and teaching objectives in primary and secondary schools. Punishment education and appreciation education complement each other. They are two important education methods for primary and secondary school students, and are an indispensable part of the education system. Therefore, most scholars and the public believe that primary and secondary school teachers should be endowed with the power of educational punishment. However, with the rapid development of the Internet, the network public opinion has greatly affected the normal exercise of the educational punishment power of primary and secondary school teachers. In addition, the non-standard management and legislation of education departments and schools on the power of educational punishment are not perfect, which leads to the great dilemma of teachers in exercising the power of educational punishment in teaching activities. So this paper on the basis of primary and secondary school education disciplinary rules (trial), from the analysis of primary and secondary school teachers education disciplinary power legal attribute and basis, expounds the teacher education punishment, analyzes the problems of the teachers, explore the teacher education disciplinary power legal system, determine the basic principles of teachers exercise disciplinary power, finally suggested perfecting the education disciplinary power legal system, especially the teacher education disciplinary legal basis, applicable scope, implementation methods and relief measures, etc. Improving the educational punishment system of primary and secondary school teachers is an inevitable requirement of the school administration and teaching according to law, which is not only to empower the power of teachers' education punishment, but also to provide a strong guarantee for the legitimate rights and interests of students.

특수학급이 설치된 중등 일반학교 특수교사와 일반교사의 통합교육, 통합학급, 교사의 역할에 대한 인식

권혁수 ( Hyunsoo Kwon ) 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.3

The purpose of the study was to identify secondary inclusive school teachers’ perception about inclusion, inclusive classroom, and teachers’ role for inclusion. 201 inclusive secondary schools were selected by stratified method and asked to participate the survey, and teachers of 128 schools responded. The results reported that special education teachers and general education teachers showed different perceptions about inclusion. Special education teachers reported that the general education teachers should be charged of inclusion while general education teachers said that the special education classroom should be a main place for inclusion and special education teachers should take a responsibility about inclusion. Also, special education teachers reported that behavior problems of students with disabilities were the obstacle for inclusion when general education teachers revealed that it was the lack of knowledge and teaching skills of teachers. In addition, general education teachers reported reducing the number of students in classroom would be the most helpful support for inclusion. For special education teachers’ role for inclusion, special education teachers and general education teachers showed statistically different perceptions. Special education teachers said the most important role for themselves was supporting inclusion for students with disabilities while general education teachers answered that supporting social development for students with disabilities was the most important role for special education teachers. As a conclusion, it was proposed that special education teachers and general education teachers should work collaboratively and understand each other to improve the quality of inclusion in secondary schools

?中??中???聘用?程?比?究

梁??),양동훈(Yang Dong Hoon 대한중국학회 2015 중국학 Vol.51 No.-

The purpose of this study is to examine the appointment process for secondary teachers of Korea and China, and analyze its differences. The characteristics of the appointment process for secondary teachers of Korea are as below. First, the influence of the Ministry of Education is absolute. The Ministry of Education manages everything from appointment notice to appointment examination, and it even controls dispatch of teachers, which proves its absolute influence. Second, the mode of appointment is unified. Korea only allows competitive examination, and thus being a secondary teacher is only possible through appointment examination that is held once a year. Third, secondary teachers are treated as civil servants. Secondary teachers are provided with the ninth-class salary of civil servants as soon as they are appointed, and when they have to do additional work for self-study or evening study, they receive two times the urban workers' average wage. This treatment makes people consider the teaching job positive and prefer the job at the same time. The characteristics of the appointment process for secondary teachers of China are as below. First, schools have autonomy in appointing teachers to a certain degree. In selecting teachers, schools can decide when to hold appointment examination, how to proceed with the mode of appointment, and how many teachers are to be selected, and then gain approval from the Ministry of Education. The Ministry of Education gives autonomy to schools in selecting teachers. Second, the mode of appointment is diversified. Schools can decide whether to set the ratio of interview test to 100% or that of interview test and written test to 50% each, and whether to include demonstration class, according to their regions and characteristics. In addition, as schools can set the time of appointment examination differently depending on their regions, it can be said that appointment examination is held several times a year. Third, China is making an effort to realize improvement of treatment. Although it is well known that teachers' workload is rather heavy compared to other jobs, the level of wage is not that high, and it varies with regions. Thus, 「2014 New Teacher Wage Reform Measure」 was established in March 3, 2014 to raise teachers' wage considering the heavy workload and standardize the different levels of wage in different regions. Therefore, it is thought that China will constantly try to make the teaching job an ideal one at last.

교사의 효과적인 생활지도 역량 탐색 연구: 중등학교 교육실습생의 인식을 중심으로

손강숙,정소미 한국청소년복지학회 2018 청소년복지연구 Vol.20 No.1

The purpose of this study was to explore a teacher’s effective guidance capability, focusing on secondary school student teachers’ perception. For this, 10 students studying secondary education at university and had teaching experience at secondary school within the last 6 months participated in this study. Their experiences were examined by using consensual qualitative research (CQR). Participants were composed of 6 females and 4 males. Their average age was 24.3 years old. Results showed that 4 domains and 11 categories as for secondary school teachers’ effective guidance capabilities were drawn. The results of this study are summarized as follows. First, one domain and 3 categories on the qualities of a teacher as an expert who does guidance well were found by observing student teachers who practiced at secondary school. Second, in terms of the general attitudes of a teacher who is good at guidance, one domain and 3 categories emerged. Third, when it comes to guidance capability that student teachers should have by teaching practice, this study drew two domains which are a teacher’s required competence as a professional and a teacher’s required competence in relationships with students. On top of that, five categories were derived. Secondary school student teachers’ perception of a teacher’s effective guidance capability by teaching practice was examined. Also, secondary school student teachers’ own guidance capability and contents of guidance capability were investigated. The result of this study is meaningful in that it provides basic information on guidance education as well as support for secondary school student teachers. 본 연구는 중등학교 교육실습생의 인식을 중심으로 교사의 효과적인 생활지도 역량을 탐색하는 것을 목적으로 하였다. 이를 위하여 합의적 질적 연구방법(CQR: Consensual Qualitative Research. Hill, 2011; Hill, Knox, Thompson, Williams, Hess, & Ladany, 2005)을 사용하여 4년제 대학에서 교직이수 중인 6개월 이내에 중등학교에서 교육실습을 경험한 교육실습생 10명을 대상으로 교육실습 경험을 조사하였다. 연구대상은 여학생 6명, 남학생 4명이며 평균 나이는 24.3세이었다. 그 결과, 중등학교 교육실습생의 효과적인 교사 생활지도 역량에 대하여 4개 영역과 11개 범주가 도출되었다. 본 연구를 통해 나타난 결과를 요약하면 다음과 같다. 첫째, 교육실습을 통해 관찰한 생활지도 잘 하는 교사의 전문가로서 자질 1개 영역, 3개의 범주가 도출되었다. 둘째, 교육실습을 통해 관찰한 생활지도 잘 하는 교사의 일반적인 태도 1개 영역, 3개의 범주가 도출되었다. 셋째, 교육실습을 통해 자신이 갖추어야할 생활지도 역량에서 자신이 갖추어야할 전문가 역량과 학생과의 관계에서 갖추어야 할 역량 2개 영역, 5개 범주가 도출되었다. 본 연구는 중등학교 교육실습생들이 교육실습 경험을 통하여 인식된 교사의 효과적인 생활지도 역량을 탐색하고, 자신의 생활지도 역량과 내용에 대해서 살펴보았다. 본 연구의 결과는 중등학교 교육실습생들을 대상으로 하는 생활지도 교육 및 지원을 위한 기초 정보를 제공한다는 점에서 의의를 갖는다.

중등예비음악교사의 교직에 대한 염려 조사

신지혜 한국음악치료교육학회 2018 인간행동과 음악연구 Vol.15 No.1

Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers’ concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered. 최근 들어 교사 성장과정에서 예비교사들이 가지고 있는 염려에 많은 관심이 집중됨에 따라 본 연구에서는 한국의 중등예비음악교사들이 가지고 있는 교직에 대한 염려를 조사하고자 하였다. 연구 목적에 따른 연구문제는 다음과 같다: (1) 중등예비음악교사들의 전반적인 교직에 대한 염려는 어떠한가? (2) 교사교육 프로그램의 단계에 따른 중등예비음악교사들의 교직에 대한 염려는 어떠한 차이가 있는가? (3) 이전 음악교수 경험에 따른 중등예비음악교사들의 교직에 대한 염려는 어떠한 차이가 있는가? 이를 위해 서울 소재 대학교 교육대학원에 재학 중인 93명의 중등예비음악교사들을 대상으로 설문지를 배부하고 수집하였다. 연구의 결과는 다음과 같다. 첫째, 본 연구의 예비음악교사들은 전반적으로 음악교수와 학생에 대한 영향에 대해 가장 높은 염려를 나타냈다. 둘째, 교사교육 단계가 높아질수록 예비음악교사들의 자신에 대한 염려는 줄어들고 음악교수와 학생에 대한 영향과 관련된 염려는 더 많이 나타났다. 셋째, 방과후 수업이나 돌봄 교실을 경험한 중등예비음악교사들은 이를 경험하지 않은 참여자들보다 낮은 염려의 수준을 보였다. 이러한 결과를 바탕으로 중등예비음악교사들이 교직에 대한 세부적인 염려를 해소하는 데 도움을 줄 수 있도록 교사교육기관의 교과과정 개선의 필요성과 학교 현장과의 협력을 통해 교사교육기간 동안 중등예비음악교사들이 다양한 교수경험을 쌓을 수 있도록 지원해야 한다는 것을 제안하고자 한다.

특수학급이 설치된 중등 일반학교 특수교사와 일반교사의 통합교육, 통합학급, 교사의 역할에 대한 인식

권현수 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.3

The purpose of the study was to identify secondary inclusive school teachers’ perception about inclusion, inclusive classroom, and teachers’ role for inclusion. 201 inclusive secondary schools were selected by stratified method and asked to participate the survey, and teachers of 128 schools responded. The results reported that special education teachers and general education teachers showed different perceptions about inclusion. Special education teachers reported that the general education teachers should be charged of inclusion while general education teachers said that the special education classroom should be a main place for inclusion and special education teachers should take a responsibility about inclusion. Also, special education teachers reported that behavior problems of students with disabilities were the obstacle for inclusion when general education teachers revealed that it was the lack of knowledge and teaching skills of teachers. In addition, general education teachers reported reducing the number of students in classroom would be the most helpful support for inclusion. For special education teachers’ role for inclusion, special education teachers and general education teachers showed statistically different perceptions. Special education teachers said the most important role for themselves was supporting inclusion for students with disabilities while general education teachers answered that supporting social development for students with disabilities was the most important role for special education teachers. As a conclusion, it was proposed that special education teachers and general education teachers should work collaboratively and understand each other to improve the quality of inclusion in secondary schools. 본 연구는 특수학급이 설치된 중등학교에서 근무하는 특수교사와 일반교사의 통합교육, 통합학급, 교사의 역할에 대한 인식을 확인하려는 목적에서 실시되었다. 전국의 특수학급이 설치되어 있는 중·고등학교를 대상으로 층화표집 한 128개교의 특수교사와 일반교사에게 설문조사를 실시한 결과 서로 다른 인식을 갖고 있음을 확인하였다. 먼저 통합교육에 대해 특수교사는 일반학급 주도로 일반교사에 의해 실시되어야 한다고 응답한 반면 일반교사는 특수학급에서 특수교사에 의해 주도적으로 실시되어야 한다고 답하였다. 특수교사는 개별화교육 지원을 중요하다고 답한 반면 일반교사는 통합학급의 학급관리를 중요하게 생각하였고 특수교사는 장애학생의 문제행동을 통합학급 운영의 문제점으로 인식하고 있는데 반해 일반교사는 장애에 대한 교사의 지식과 지도기술 부족을 문제점으로 지적하였다. 또한 일반교사는 통합학급 수업을 위해 학생 수 축소를 가장 필요한 지원이라고 답했고 교수적 수정에 대해 어렵다고 인식하고 있었다. 통합교육을 위한 일반교사의 역할에 대해서는 일반교사와 특수교사가 유사한 인식을 보였으나 특수교사의 역할에 대해서는 특수교사는 장애학생을 위한 통합 지원과 전환교육을 중요하게 꼽은 반면 일반교사는 장애학생의 사회성 발달 지도와 구성원 대상의 장애인식 교육을 가장 중요한 역할로 인식하고 있어 차이를 보였다. 이러한 결과를 통해 중등 통합교육 활성화를 위해서는 특수교사와 일반교사가 서로에 대해 이해하고 협력하려는 자세를 가져야 할 필요가 있음을 주장하였고 특수교사와 일반교사가 통합교육과 장애학생 교육에 대해 공감대를 형성하고 함께 노력할 수 있도록 다양한 교육과 연수기회를 제공하고 통합교육을 촉진하는 제도적 틀을 마련해야함을 강조하였다.

한국 중등교사 양성교육 연구 경향 분석

박수정 한국교육학회 2014 敎育學硏究 Vol.52 No.3

This study aims to analyze the research trend of the education of secondary school teachers in Korea, 314 articles related to the education of secondary school teachers from 2003 to 2012 are collected and network text analysis are conducted. The main results are as follows. First, about 30 articles on the education of secondary school teachers were published annually and the number of articles had increased in 2006, 2008 and 2011. Secondly, the rate of “subject-matter and cross curricula" and the rate of “an author and co-author” were 6:4 respectively. Third, the research on the education of secondary school teachers was most frequently conducted in “The Jornal of Korean Teacher Education” and was usually published in the academic journals of subject matter education, secondary school education, subject matter content, educational administration studies and curricular studies. Fourth, keywords on each abstract placed the teacher first, the pre-service teacher second, followed by curriculum, teacher education, teaching practice, professional, college of education, teacher training, teacher training education, teacher employment test, programs and pedagogical content knowledge(PCK). Based on the network text analysis of 54 high related keywords on the education of secondary school teachers research, the keywords of “curriculum~professional~pre-service teacher~teacher training education”, “teacher employment test~criteria~evaluation”, “subject-matter education~qualitative research~secondary school teacher employment test~question”, “teaching-learning~capability~efficacy”, “content~knowledge~teaching~pedagogi -cal content knowledge(PCK)”, “student~reflection~social studies~history teacher” showed the intimate connection respectively, while indicating the research trend of these issues. This study has significance in that it showed a summarization of the latest research trend of the education of secondary school teachers in Korea and analyzed connection of the issues and its trend by network text analysis. 이 연구는 한국 중등교사 양성교육의 연구 경향을 분석하기 위하여 최근 10년간(2003년~2012년) 중등교사를 양성하는 교육과 관련된 연구물 중 한국연구재단에 등재(후보)된 학술지 발표 논문 314편을 선정하고 네트워크 텍스트 분석 방법을 적용하여 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 중등교사교육 연구는 평균적으로 연간 30편 정도 학술지에 발표되었고, 2006년, 2008년, 2011년에는 높은 빈도로 발표되었다. 둘째, 중등교사교육 연구는 교과와 공통, 단독과 공동 논문의 비율이 각각 6:4 정도로 나타났다. 셋째, 중등교사교육 연구는 『한국교원교육연구』에 가장 많이 다루어졌고, 교과교육, 중등교육, 교과 내용과 관련된 학술지와 교육행정학과 교육과정 전문 학술지에서 발표되었다. 넷째, 중등교사교육 연구의 초록에 제시된 키워드는 교사, 예비교사, 교육과정, 교사교육, 교육실습, 전문성, 사범대학, 교사양성, 교사양성교육, 임용시험, 프로그램, 교수내용지식의 순으로 나타났다. 다섯째, 중등교사교육 연구의 키워드 중 연결 중심성이 높은 54개 키워드를 추출하여 네트워크 분석을 실시한 결과, 교육과정~전문성~예비교사~교사양성교육, 임용시험~기준~평가, 교과교육학~질적연구~중등임용시험~출제, 교수학습~역량~효능감, 내용~지식~교수~교수내용지식, 학생~반성~사회과~역사교사의 밀접한 관련성이 나타나, 이러한 주제들이 함께 연구되고 있는 경향성을 알 수 있다. 이 연구는 네트워크 텍스트 분석을 활용하여 한국에서의 중등교사교육 연구의 최근 경향을 전체적으로 개괄하고, 연구주제의 관련성과 연계 경향을 분석하였다는 데 의의가 있다.

중등생물교사임용시험 교과내용학 및 교과교육학 문항 분석을 통한 생물과 예비교사교육에 대한 시사점

김복미 ( Bok Mi Kim ),한화정 ( Hwa Jung Han ),심규철 ( Kew Cheol Shim ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.1

The purpose of this study was to examine implications of teacher training for pre-service secondary biology teachers through analysing the items of the Examination for Appointing Secondary School Biology Teachers (EASSBT). For this study, we examined its connections to the curriculum for pre-service biology teachers and secondary school biology curriculum. The items of the EASSBT from 2002 to 2015 were divided into life science subject contents and pedagogical subject contents, and analyzed the score percentage according to the analysis framework of “qualification criteria and elements of evaluation areas and content for biology teacher” established in 2008. The curriculums for preservice biology teachers collected from 11 national colleges of education and analyzed according to the life science subject contents and pedagogical subject contents. Also learning contents of secondary school biology textbooks on the basis of the 7th and 2009 Revised Science Curriculum were analysed on the areas related to the life science. The results showed that the percentage of pedagogical subject contents did not increase in the EASSBT, in which animal physiology and genetics recorded a high percentage and microbiology and plant morphology recorded a low percentage. That trend kept appearing in spite of revisions of the EASSBT. In case of life science subject content of the ESSABT, there were differences between the pre-service biology teacher curriculums and the EASSBT, which suggests that the curriculums for per-service biology teacher did not take into consideration for EASSBT. The secondary school biology curriculum placed much more on animal physiology and genetics, and less importance on microbiology and plant morphology than the EASSBT. The results indicated that the secondary school biology curriculum was not fully reflected in the EASSBT. It is required to devise plans to increase connections between the EASSBT and the pre-service biology teacher curriculum in order to recruit teachers capable of teaching well.