>>본 논문은 광복 이후 우리나라 초등교사 양성체제의 발전과정에 대하여 살펴보고, 현재 초등교사 양성체제의 문제점을 분석하고, 이를 토대로 발전을 위한 과제를 제시하였다. 현행 초등교원 양성체제의 문제점으로 초등교원 수급을 위한 탄력성과 융통성 부족, 초등교원의 능력과 자질 함양의 부족, 규모의 영세성, 중등교육과의 연계성 부족, 폐쇄성 등이 지적되고 있다. 향후 발전을 위한 과제로는 목적형 양성체제의 발전적 유지, 행재정적 지원의 강화, 초등교원 수급 문제의 해결, 연계의 강화 및 책무성 제고, 장기적으로 대학원 수준의 양성체제로의 전환을 제시하였다.

The purpose of this article is twofold; (1) to review the development of elementary school teachers' education system(ETES) since 1945, and (2) to propose future directions for further development of ETES. For that purpose, the author reviews the literatures and journals related to elementary teachers' education system. The followings are the results of this study. First, ETES in Korea has made a great contribution to enrich educational opportunities and has had priority teachers' supply-demand problems to educational speciality. Second, current ETES has many challenges, such as discrepancy between supply and demand, low quality of teacher education, inefficiency of the economy of scale, and the entry barrier to profession, etc.. Third, to further development of ETES, we need (1) the preservation of closed teacher education system of elementary school teachers, (2) increasing supports of administrative and financial assistance, (3) solving discrepancy of supply and demand of teachers, (4) solidarity of ETES and uplifting accountability, and (5) raising teachers through graduate level.

The purpose of this article is twofold; (1) to review the development of elementary school teachers' education system(ETES) since 1945, and (2) to propose future directions for further development of ETES. For that purpose, the author reviews the literatures and journals related to elementary teachers' education system. The followings are the results of this study. First, ETES in Korea has made a great contribution to enrich educational opportunities and has had priority teachers' supply-demand problems to educational speciality. Second, current ETES has many challenges, such as discrepancy between supply and demand, low quality of teacher education, inefficiency of the economy of scale, and the entry barrier to profession, etc.. Third, to further development of ETES, we need (1) the preservation of closed teacher education system of elementary school teachers, (2) increasing supports of administrative and financial assistance, (3) solving discrepancy of supply and demand of teachers, (4) solidarity of ETES and uplifting accountability, and (5) raising teachers through graduate level.

elementary school teacher, teacher education system, teacher education policy