이 연구는 2002년부터 2008년까지 출제된 중등 특수교사 임용시험 문제를 분석하여 문제점을 도출하고, 향후 시행되어야 할 임용시험의 방향을 설정하는데 도움이 되는 다양한 논의를 제안하는데 그 목적이 있다. 이러한 연구 목적에 따라 중등 특수교사 임용시험 출제 문제의 문제형태와 출제경향 분석, 특수학교 교사자격 취득을 위한 기본이수과목들과의 비교 분석, 교육목표분류학에 따른 지식, 이해, 적용, 분석, 종합, 평가로 구분한 객관식 문항 분석, 교사의 전문성 기준으로 활용되는 교육학적 내용 지식(PCK)의 개념에 따른 서술식 문항 분석을 실시하였다. 지금까지의 중등 특수교사 임용시험 출제 문제를 분석한 결과 첫째, 객관식 문항은 단순지식 또는 기억을 묻는 문제에 치중하였으며, 서술식 문항은 복합지식 또는 이해를 묻는 문제에 치중하였음을 알 수 있다. 둘째, 교사자격 취득을 위한 기본이수과목의 일부에서 편중과 불일치의 문제점이 나타났다. 셋째, 교육목표분류학에 따른 객관식 문항을 살펴본 결과 단편적인 지식과 이해 영역의 문제가 많이 출제되었으며, 종합, 평가 영역의 문제는 찾아볼 수 없었다. 넷째, PCK 개념에 따라 서술식 문항을 분석한 결과 구체적인 교과내용을 포함한 문항이 점차 확대되어 출제되는 경향을 보였으나, 장애특성을 구체적으로 밝히지 않고 장애유형만이 기술된 문제가 많았음을 알 수 있었다. 이러한 결과를 바탕으로 교과 전문가로서의 중등 특수교사의 역할과 양성, PCK 개념을 사용한 중등 특수교사의 전문성에 대한 후속 연구를 제안하였다.

This study aims to derive the controversial points by analyzing the special teacher recruitment examinations from 2002 to 2008 and bring out diverse suggestions to establish the new direction for the examination which is subject to modify in 2009. For this, the type and tendency of test items were examined. Comparative analysis of basic completion subjects which are needed for obtaining teacher qualification was also carried out. Multiple question are divided into 6 sections - knowledge, understanding, application, analysis, synthesis and evaluation - and examined according to Taxonomy of Education. Descriptive questions were analyzed according to the concept of Pedagogical Contents Knowledge which is utilized as a standard for teachers' competence. The results can be summarized as follows. First, multiple question items focused on asking simple and memorized knowledge while descriptive questions concentrated on asking complex knowledge and its comprehension. Second, a part of basic completion subjects for teacher qualification showed the problems of bias and discordance. Third, the multiple questions, which had been examined according to Taxonomy of Education mainly included the questions asking partial knowledge and comprehension, not synthetic and evaluative knowledge. Forth, descriptive questions were examined according to the concept of Pedagogical Contents Knowledge and the results said that though the number of questions with concrete subject contents are increasing, there were still many questions including only types of disabilities not characteristics of disabilities. Based on the results discussed above, the role and training of secondary special teachers as course specialists and the study about the competence of secondary special teachers using the concept of PCK are recommended for further study.

This study aims to derive the controversial points by analyzing the special teacher recruitment examinations from 2002 to 2008 and bring out diverse suggestions to establish the new direction for the examination which is subject to modify in 2009. For this, the type and tendency of test items were examined. Comparative analysis of basic completion subjects which are needed for obtaining teacher qualification was also carried out. Multiple question are divided into 6 sections - knowledge, understanding, application, analysis, synthesis and evaluation - and examined according to Taxonomy of Education. Descriptive questions were analyzed according to the concept of Pedagogical Contents Knowledge which is utilized as a standard for teachers' competence. The results can be summarized as follows. First, multiple question items focused on asking simple and memorized knowledge while descriptive questions concentrated on asking complex knowledge and its comprehension. Second, a part of basic completion subjects for teacher qualification showed the problems of bias and discordance. Third, the multiple questions, which had been examined according to Taxonomy of Education mainly included the questions asking partial knowledge and comprehension, not synthetic and evaluative knowledge. Forth, descriptive questions were examined according to the concept of Pedagogical Contents Knowledge and the results said that though the number of questions with concrete subject contents are increasing, there were still many questions including only types of disabilities not characteristics of disabilities. Based on the results discussed above, the role and training of secondary special teachers as course specialists and the study about the competence of secondary special teachers using the concept of PCK are recommended for further study.

Special Teacher, Teacher Recruitment Examination, Pedagogical Contents Knowledge, Taxonomy of Education