법규상(法規上)으로 본 교직(敎職)의 전문성(專門性) 수준(水準)

Position of Teaching on the Existing Law

1. Problem It has long been, held that “All legitimate trades are equally honorable.” Employments, however, are broken down by some categories on the basis of various standards. From the standpoint of professionalization, employments could be classified into two; occupation and profession. In this study, the enumerated measures or standards of profession are examined and then the position of teaching is also examind based on tbe existing law. 2. Results The measures or standards of profession are synthesized as theoretical and intellectul background for work preparation, higher preservice education as a natural consequence, a strict and fixed qualification standard, necessity of in-service education, higher incentives (salary, security, social prestige), life work, selfless moral service, and autonomous and strong activities of professional organization. The scarcity of occupation or the customer’s judgment on the work cannot be considered as the measure of profession in modern, current society. Teaching is not adeqately professionalized yet, according to the provisions of existing laws. The following could be cited as the ground to such judgment. 1) The law doesn’t require qualified teachers, especially primary school teachers, to have a full four-year university course. 2) The qualification standards for teachers are not very strict and almost any college graduates can obtain teacher’s license. It is because of the pluralistic and confused teacher training institutes. 3) The systematized in-service education for teachers is felt perfunctory in some cases and the administrative and financial support for it is too short. 4) The rewards of teachers are far from sufficient to attract the competence and numbers needed in schools of every level, and great majority of able teachers are not likey to remain very long in the service of education. 5) The provisions of law* and the proclamations adopted by teaching association stress and moral service of teaching profession, but its effectiveness is doubtful. 6) The teacher associations are organized in rural, provincial, and national level, but their expected role are not performed and not even permitted to perform. 3. Tasks The teaching tasks the following for its professioalization: 1) Better trained and better qualified teachers 2) Changes in the structure of incentives for teaching positions. 3) Professionalization of educational administration. 4) Building the correct and respect-winning teachers’ carriage.