earticle

영어

This study aims to explore various accountability issues in the secondary school teacher preparation program. Traditionally the definition of accountability in education was focused on the activities or criteria to be pursued through an educational system and the process of accounting, reporting, or explaining those activities and criteria. This study emphasized a recursive feature in the definition of accountability, which means that continuity of the three phases- imposing responsibility on the person who is supposed to do a task, leaving to the discretion of the person, and reporting what she/he has done. After one cycle of the three accountability phases, the persons should realize what they did, learn from trials and errors, and then refine the next goals to be accomplished. Applying the concept of accountability to the secondary school teacher preparation program, three implications should be considered as follows: First, secondary school teacher preparation program should heavily focus on developing reflective and critical teacher candidates devoting themselves to various group of students. Second, integrated curriculum of teacher preparation program should be lined to the experts in pedagogy and subject area, and the supervisors at the teacher practicum. Third, the criteria of evaluating secondary school teacher preparation program should be shared with members of teacher preparation institutions and reexamined whether the performance criteria of evaluating those institutions connote the indicators of accountability of teacher preparation program. In conclusion, enhancement of autonomy of teacher preparation program, especially in the phase of process of teacher preparation program, and sharing the result of the evaluation and blueprints for the best practice in the teacher preparation were proposed.

한국어

본 연구는 중등교원양성기관 평가의 책무성 제고 방안에 대한 탐색 연구이다. 이를 위해 3주기 중등교원양성기관 평가의 배경과 현황을 검토한 다음, 책무성 유형과 개념을 명료화 하고, 본 연구에서 재정립한 책무성 개념에 비추어 3주기 교원양성기관 평가지표를 분석한 후, 중등교원양성기관 평가의 책무성 증진 방안을 제안하였다. 책무성 개념을 책임→권한부여→ 결과설명→수정된 책임→권한부여→결과설명으로 이어지는 순환적 성격으로 보고 중등교원양성기관이 맡은 책임은 무엇이고, 중등교원양성기관이 어느 정도의 권한을 갖고 그 책임을 감당하고 있으며, 중등교원양성기관이 어떤 방식으로 그 결과를 설명하고 있는가라는 문제를 다루었다. 결론에서는 책무성의 순환적 성격, 전문적 유형, 평가 환류적 특징을 반영하여 교원양성기관의 자율성 확보와 지원, 교원양성, 자격부여, 임용 단계 가운데 제한적 수준의 자율성 확보와 선도 사범대학의 우수사례의 적극적 공유를 제안하였다.