본 연구에서는 우리나라 교직과목「교육행정」의 특성을 밝히기 위하여, 미국과 한국의 교직과목 및 「교육행정」과목들을 비교, 분석하는 연구를 수행하였다. 본 연구 결과, 미국의 교직과목에서는 다양한 지식 및 관점, 접근 양태들이 작용하는 것으로 나타났으며, 한국의 교직과목은, 국가주도형 교직과목 운영, 과목 및 내용에 있어서의 획일성, 교육학 이론 중심의 학문지향적 성향 등이 강한 것으로 나타났다. 「교육행정」관련 교직과목 운영에 있어서는 미국이 다양한 교육행정 하위 영역 과목들을 운영하고 있음에 비해 우리나라에서는 단일 과목을 운영하고 있다는 점에서 차이가 났으며, 또한 미국에서는「교육행정」과목의 강의 대상이 분명하게 구분됨에 비해 우리나라에서는 강의 대상이 분명하게 구분되지 않는다는 점, 그리고 미국에서는 「교육행정」강의 내용이 학교행정 중심이지만 우리나라는 국가의 전체 교육행정을 다루고 있다는 점에서 특징적인 차이가 나타났다. 미국과 한국의 교직과목 및 「교육행정」과목의 비교 연구를 통해 드러난 우리나라 「교육행정」교직과목의 특징으로는, 국가수준 교육행정 중심, 이론중심, 백화점식 내용 구성, 강의 대상에 대한 초점이 분명하지 않은 강의 내용 등이 있는 것으로 나타났다.

The purpose of this research is to examine the characteristics of the subjects of teaching profession and the subject of educational administration. For that purpose, I investigated the subjects of teaching profession and the subject of educational administration in American and Korean teacher education program. The results of this research are as follows: Firstly, I found that the subjects of teaching profession in America were 1) composed of a variety of knowledge, 2) affected from various perspectives, 3) influenced by various approaches, and that the subjects of teaching profession in Korea were 1) not complex, 2) scientific-oriented. Secondly, I found that the subject of educational administration in America was 1) practice-oriented, 2) divided into sub sections, 3) centered on the school level educational administration, and that the subject of educational administration in Korea was 1) theory-oriented, 2) comprehensive, 3) centered on the state level educational administration. Finally, I suggested that we need to restructure the contents of the subject of educational administration, and to divide the subject of educational administration into sections.

The purpose of this research is to examine the characteristics of the subjects of teaching profession and the subject of educational administration. For that purpose, I investigated the subjects of teaching profession and the subject of educational administration in American and Korean teacher education program. The results of this research are as follows: Firstly, I found that the subjects of teaching profession in America were 1) composed of a variety of knowledge, 2) affected from various perspectives, 3) influenced by various approaches, and that the subjects of teaching profession in Korea were 1) not complex, 2) scientific-oriented. Secondly, I found that the subject of educational administration in America was 1) practice-oriented, 2) divided into sub sections, 3) centered on the school level educational administration, and that the subject of educational administration in Korea was 1) theory-oriented, 2) comprehensive, 3) centered on the state level educational administration. Finally, I suggested that we need to restructure the contents of the subject of educational administration, and to divide the subject of educational administration into sections.