중등학교 기술교사 임용시험 출제문항 분석

Analysis of the Selection Examinations for Secondary School Teachers in Technology

이 연구의 목적은 중등학교 기술교사 임용시험의 문항을 분석하여 전반적인 출제경향을 알아보는데 있다. 이러한 목적을 달성하기 위해, 내용전문가를 통해 기술과 평가영역 및 평가내용요소를 기준으로 8년간(2009학년부터 2016학년까지) 중등학교 기술교사 임용시험 출제 문항을 확인하였다. 첫째, 2009학년부터 8년간 중등학교 기술교사 임용시험에 출제된 문항을 분석한 결과 평가영역 55개 중 46개(83.6%), 평가내용요소 251개 중 125개(49.8%)가 출제되어 평가영역 및 평가내용요소와 출제된 문제 간의 차이를 나타내고 있다. 둘째, 2009학년부터 8년간 중등학교 기술교사 임용시험의 각 영역은 기술교육론 27%, 제조기술 19%, 건설기술 12.6%, 수송기술 12.6%, 통신기술 21.5%, 생명기술 7%로 기본 이수과목 및 분야별 출제 비율에서 차이를 나타낸다. 셋째, 중등학교 기술교사 임용시험에서 일부 평가내용요소가 반복적으로 출제되고 있다. 출제빈도가 높은 영역별 평가내용요소를 살펴보면, 기술교육론은 기술교과 수업방법론(21회), 제조기술은 동력전달용 기계요소와 제거가공(6회), 건설기술은 외력과 부재의 응력(9회), 수송기술은 수송기술의 기본원리외 6건(3회), 통신기술은 프로그래밍언어의 이해 영역의 함수(5회), 생명기술은 유전자 조작과 세포융합(6회) 등으로 출제되었다. 이 연구의 결과로부터 얻은 시사점은 중등학교 기술교사 임용시험의 평가영역 및 평가내용요소는 임용시험 운영에 실제적인 지침 및 수험 안내서로 활용될 수 있어야 한다. 또한 평가영역 및 평가내용요소는 예비 기술교사가 중등학교교사 임용시험을 준비하는 데 도움을 받을 수 있도록 기술교사 양성대학의 표준화된 교육과정에 포함되어야 한다.

The purpose of this study is to find out the overall trends in the questions of the middle school teacher selection exams for the technology subject by analyzing them. For this purpose, the middle school teacher selection exams from 2009 to 2016 were analyzed in this study based on the evaluation areas and evaluation contents of the technology subject. First, the analysis results of the aforementioned exams showed that 46 (83.6%) out of 55 evaluation areas and 125 (49.8%) out of 251 evaluation contents were presented in the exams. This proved that the questions had limitations in representing overall evaluation areas and contents. Therefore, the evaluation areas and contents must be amended and supplemented to be used as an objective criteria in future exams. Second, there was a difference in the question proportions of the basic subjects and areas of the exams. The question proportions of each area were 27% for technology education theory, 19% for manufacture technology, 12.6% for construction technology, 12.6% for transport technology, 21.5% for communication technology, and 7% for biotechnology. The subject matter education area (20%) and subject contents area (80%), which were set by the testing research for the technology subject in the middle school teacher appointment exam (Korea Technology Education Association, 2006) according to the question proportions for the middle school teacher appointment exam (subject matter education 25-35% and subject contents 65-75%) by the Korea Institute for Curriculum and Evaluation, need to be adjusted. Third, the evaluation contents of the aforementioned exams showed repeated patterns. The concentrated contents by area included the technology subject class methodology in the technology education theory (21 times), the mechanical elements and machining for power transfer in the manufacture technology (6 times), the external force and member stress in the construction technology (9 times), the basic principles of the transport technology in the transport technology (3 times), the understanding of programming languages in the communication technology (5 times), and gene manipulation and cell fusion in biotechnology (6 times). Suggestion from the results of our study is that the evaluation areas and contents in the questions of the middle school teacher selection exams for the technology subject must be used as a practical guide to manage teacher selection examinations. Also, the evaluation areas and contents should be included in the standardized curriculum of teacher training universities for preliminary technology teachers to receive technical assistance to prepare the middle school teacher selection exams.