중등 미술 1급 정교사 자격 연수 프로그램 개발 연구

본 연구는 국내 중등 미술교사 연수에 대한 관계기관의 지속적인 관심과 운영 마인드 부족으로 해당 연수 프로그램의 개발이 체계적으로 이루어지지 못함에 따라, 대부분의 연수 프로그램이 교육과정의 개편 내용과 상관없이 실기 위주의 교육에 중점을 두고 편성, 운영되어 온 것에 문제를 두고, 시대의 변화에 적절하게 대응하면서도 현장과 긴밀하게 연계된 연수 프로그램이 개발되어야 할 필요성의 인식에서 출발된 것이다. 그 중에서도 자격 연수1)는 타 연수왿� 달리 교사가 한 번 받는 것이기 때문에, 그 내용 및 방법의 중요성에 대해서는 더 이상 강조하지 않아도 될 것이다. 이왿� 같은 필요성 및 중요성에 기초하여 본 연구에서는 현재까지 시행되어 온 국내외 중등 미술교사 연수 프로그램의 분석을 통해 중등 미술 1급 정교사 자격 연수의 실제적 실행을 위한 바람직한 프로그램을 개발, 제시하는 데 목적을 두었다

This study examined in-service teacher training programs in secondary art
education in Korea and foreign countries(USA, England, Taiwan and Japan), and
suggested an ideal and practical program model for teacher education. In Korea an
in-service teacher training to get the first-degree certificate is specified in the law,
and it is required for all the regular teachers with more than 3-year teaching
experience to get it. The purpose of the study was to examine and compared
programs for art teachers in Korea with those in four different countries in order
to develop desirable and prospective programs for art teachers in secondary
education.
The very basic and fundamental principles were discussed and presented with
a goal(objective), content organization, methods and assessment in general. And in
accordance with the principles, a program model was developed and presented
with three different suggestions(the first, the very ideal one; the second, emphasized
with special issues, for example, ‘visual culture art education’ or ‘ICT in art
education’, etc. the last, very reasonable and easy at application). Also, a practical
example was presented, which was implemented at 2005 secondary art teacher
training by Sangmyung University.
The recommendations for program development for art-teacher education were
the followings: 1) philosophy, features, goal(objective), content organization,
methods, assessment, program management should be clearly stated and planned in
advance; 2) the distinct criterion to divide a specific teacher training and other
general teacher training should be reflected and selected; 3) all the teacher training
programs should be planned and programed in the development of teacher training
programs, it should be considered that all the teacher training programs should be
based on the school setting at its planning and programming.