• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.182-185
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• 2019

In line with the recent job insecurity, the preference for teaching jobs has been increasing for private and educational colleges. However, the T.O., announced by the Ministry of Education in tandem with the decreasing number of people, is decreasing every year, while the competition rate is rising steeply due to the increase in the number of students. As a result, the university is becoming a huge hagwon for teacher-nominee competitive tests as it tries to concentrate on the recruitment exam at the same time as entering the university. In this study, we will present a blueprint for school life to students enrolled in private universities by identifying the connection between the overall use of school life and study groups by students using deep learning.

• The Mathematical Education
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• v.60 no.3
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• pp.281-295
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• 2021

This study examines the breadth and depth of knowledge of the teacher employment test for secondary mathematics. For the breadth of knowledge, we attempted to figure out the range of knowledge in terms of the content areas using the standards from the Korea Society Educational Studies in Mathematics[KSESM](2008). For the depth of knowledge, we chose Anderson & Krathwohl(2001) framework to analyze levels of each item in the test. The results from the analysis of 180 items in the teacher employment test between 2014 and 2021 show that while items in mathematics education have considerable variation in terms of range and levels of knowledge, those in some subjects of mathematics can be found only certain level of knowledge. i.e., merely certain topics or levels of knowledge have been heavily evaluated. Thus, considering the breadth and depth of knowledge teachers should have, the current exam needs to be improved in terms of teacher knowledge. It does not mean that every topic and every level of knowledge should be evaluated. However, it is a meaningful opportunity to think about what kinds of knowledge teachers should have in relation to K-12 mathematics curriculum and how we can evaluate the knowledge. More collaborative effort is inevitable for the improvement of teacher knowledge and teacher employment test.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.29-37
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• 2018

In this paper, questions from the last three years' appointment examinations for secondary teachers for informatics computer subjects are classified in a way to fit thirteen basic mandatory courses, for which the composition of scores and the number of questions tested were examined. Of these thirteen basic mandatory courses, questions from six basic mandatory courses with high frequency of assessment were analyzed on their score composition based on the evaluation area. In addition, questions testing knowledge in C language were analyzed separately. The results show scores for the curriculum content subjects ranged from 0% to 17.1%, and the ratio of questions tested from curriculum content subjects 0% to 15.8%. In addition, questions from three courses showed a large deviation in scores for each year. Second, the score composition based on the evaluation area showed a large discrepancy, ranging from 0% to 52.0%. Lastly, the questions tested on the C language exhibited high score on average at 33%. Based on the results from the analysis, this study proposed plans to improve ways to evaluate test takers' aptitude.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1202-1218
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• 2013

This study analyzed questions related to the content knowledge on the subject of chemistry for middle and high school teacher employment examinations conducted from the school years 2009 to 2013 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE). To achieve the objectives of this study, a total of 140 questions were collected with respect to the questions that appeared on the test over the last 5 years, which aimed to evaluate the level of applicants' knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the Department of Chemistry Education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge on chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of the analysis on the evaluation content items suggested that 41 items out of 122 did not appear in the teacher employment examination for 5 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test on content knowledge related to chemistry or the evaluation scope and evaluation content items.

• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.187-193
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• 2017

The purpose of this study was to investigate some implications for optics education and improvement of the Examination for Appointing Secondary School Physics Teachers (EASSPT), by analyzing the problems in EASSPT. For these purpose, we analyzed 38 optics problems of the EASSPT from the 16 school years of 2002 to 2017. The results of the analysis are as follows: First, optics problems were presented in 10.8% of the physics subject area, which was least frequently. Second, many problems have addressed specific areas such as Snell's law, image of a single lens, or interference. Few problems were found in many other evaluation areas, including optical instruments and aberrations. Third, compared to other areas, optics problems were presented as relatively easy questions, and the problems were presented in more laboratory contexts than daily-life contexts. In addition, we have discussed implications for EASSPT and in-service physics-teacher training.

• 대한공업교육학회지
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• v.43 no.2
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• pp.43-60
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• 2018

The purposes of this study are to compare practical ability of vocational education high school, investigate effectiveness of recruitment practical examination, and provide basic data that can be helpful to recruit teaching staffs of occupational training institution in the middle stage and strengthen practical guidance capability of teacher through the analysis by variables of teacher's background. To achieve them, concrete capability areas related to practical ability were conceived and differences of new teacher's abilities were compared between area that fulfilled recruitment practical examination and areas that didn't fulfill. The conclusions of this study are as follows. First, practical abilities among specialized subject teachers of vocational education high school were compared by existence of vocational education high school teacher recruitment practical examination. As a result, the average of practical ability of the group who was fulfilled by recruitment practical examination was somewhat high in all of 5 sub-areas for practical ability, but wasn't significant statistically. Second, the differences of practical ability by background variable among specialized subject teacher of vocational education high school were compared. As a result, the group who possesses national technology licence, existence of short-term teaching career, teaching course completion form of open teacher training showed higher average and it showed significant differences statistically.

• The Mathematical Education
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• v.63 no.1
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• pp.85-104
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• 2024

This study aims to analyze the mathematics items of the 2013-2024 elementary school teacher employment tests in order to identify the knowledge and characteristics required to teach mathematics, and discuss the future direction of improvement of the elementary school teacher employment tests. By using the revised analytical framework of TEDS-M, we found that the proportion of MCK and MPCK differed from year to year and MPCK was relatively dominant. We also observed that the items were heavily focused on particular knowledge domains, cognitive processes, and levels within MCK and MPCK, and a shortage of items desigend to asseess knowledge in the field of assessments and the ability to engage in higher-order thinking. The results from this study suggest the future direction of improvement of the elementary school teacher employment test to evaluate teacher knowledge and ability necessary in an increasingly diverse society.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.359-371
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• 2017

This study qualitatively examined the lives of non-tenured, secondary school teachers who are preparing for the teachers' exam. Semi-structured, face-to-face interviews were conducted with ten teachers and the data were analyzed using the consensual qualitative research method. Most of the participants had chosen a contract-based teaching position, believing that it would meet their financial needs, provide them with the satisfaction of being a teacher and, more importantly, afford practical help with their exam preparation. In practice, however, they suffered from low self-esteem and identity confusion due to discrimination by the school administrators. Ironically, this unfair treatment strengthened the participants' commitment to studying for the exam, in order to acquire a stable and secure position in school. However, they experienced a lot of study-related stress, including a lack of study hours, heavy study load, multiple life roles, physical exhaustion, the difficulties caused by the vague exam guide, and anxiety due to previous failure in the exam. Based on the findings of this study, directions for future research are suggested.

• Proceedings of the Korea Contents Association Conference
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• 2010.05a
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• pp.227-229
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• 2010

오늘날 강학상 의미의 형식적 조직의 조건을 충족하고 있는 유기체들이 가장 크게 관심을 갖는 영역의 인사관리 분야는 단연 우수 신임자 확보와 관련된 것이라 할 수 있다. 공무원 조직도 물론 이러한 경향성에 예외가 될 수 없다. 따라서 경찰 역시 이에 대한 많은 관심을 기울여 왔다. 특히 민주화 이후 경찰의 역할에 대한 서비스 지향적인 내외적 욕구를 극대화시키기 위해 경찰관 개인역량의 중요성은 더욱 증대되고에 있다고 할 수있다. 본 연구는 현재까지 경찰조직 내 우수자원 유입을 위한 다양한 논의들 중에서 임용시험의 개선을 통한 접근에 집중하여 소개하고 있다.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.78-89
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• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.