• Journal of Digital Convergence
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• v.20 no.2
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• pp.447-454
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• 2022

The purpose of this study was to strengthen the practicality of preliminary teachers in preparation for future education, to respond to structural changes in the teacher training system due to a decrease in the school-age population, and to seek a future-oriented direction for the curriculum of teacher training institutions. To this end, we analyzed the competency diagnosis items of the teacher training institutes in the 5th cycle from 2019 to 2020, and based on the proposal for the development plan for the teacher training system announced by the Ministry of Education in July 2021 and the contents of the 4 discussions, content was presented. The results were as follows. First, to nurture creative and convergence-type talents, teacher training institutions need to develop multi-curricular competency and reorganize the curriculum into a future-oriented curriculum. Second, in order to foster the competence of teachers and preliminary teachers in teacher training institutions, it is essential to strengthen the competence of teachers through the introduction of the metaverse, general teaching methods, and ICT-using teaching methods. Third, teachers' training institutions will introduce and strengthen the 'education practice teacher homeroom system' to strengthen school field-oriented practical competencies, 'dedicated mentor-mentee' centered on seniors and juniors, 'monitoring system' led by university professors, and 'probationary teacher system'

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.937-949
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• 2017

In this study, we investigated how science teachers perceive the changes in school systems, including infrastructure and curriculum, in the context of preparing for future education. And the changes in their perception of the educational environment, the challenges, and changes of science teachers' classroom practices were also explored. In-depth interviews and analysis were conducted with two science teachers in a middle school that is trying to innovative on changes compared with general schools. The results of the study are as follows: First, teachers perceived that their schools had factors that could change the science class in terms of school size and infrastructure, peer teacher culture, and students' abilities. Second, the enthusiasm of teachers who are trying various ways of teaching and the students' ability to adapt in a smart learning environment formed a synergistic circle that lowered entry barriers to trying changes. Third, science classes changed to activity-centered classes, and teachers realized that these changes promoted students' self-directed learning. Fourth, teachers perceived themselves as playing an independent role in curriculum management, and this perception promoted more varied attempts in improving their classes. Through the changes of the learning environment and systems of the school and the formation of a culture that shares their challenges and innovations with the voluntary learning community, teachers constantly try to change their classes and schools. The changes of school need to be understood in the context of the interaction of teachers, students, and infrastructure.