지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第132輯
- 발행연도
- 2014.12
- 수록면
- 173 - 206 (34page)
- DOI
- 10.18622/kher.2014.12.132.173
이용수
초록· 키워드
오류제보하기
This thesis focuses on the changes of the elementary teachers license examination between 1899 and the Japanese colonial era concentrated mainly on the background of it’s enforcement and role. By this, the thesis reveals the significance of the teachers license examination on modern Korean education and the teachers’ history.
The Imperial government of Korea(大韓帝國) established her own teachers training institution whose graduation was equal to qualification, so after the enforcement of the teachers license examination in 1899, application for the exam was restricted to the college of education graduates. On the other hand, the Japanese colonial government removed the previous limitations and did not prescribe any restrictions for the exam. So the exam implemented by the Japanese between 1906 to 1945, first of all made it possible to ones who haven’t received any sort of proper training can also become teachers. Second, the exam was a method that could meet the needed quantity of teachers without any expenses spent on training. So it was used by the Japanese to meet their demands instead of establishing training institutes. Third, because the qualifications of teachers were graded to different levels, this exam provided opportunities for teachers to acquire higher levels. By this the Japanese could reduce the budgets on training teachers as well as reeducating the teachers. Fourth, the exams forced the examinee to fulfil the qualities that the Japanese desired. This enabled the Japanese to control school education and the teachers.
The Imperial government of Korea(大韓帝國) established her own teachers training institution whose graduation was equal to qualification, so after the enforcement of the teachers license examination in 1899, application for the exam was restricted to the college of education graduates. On the other hand, the Japanese colonial government removed the previous limitations and did not prescribe any restrictions for the exam. So the exam implemented by the Japanese between 1906 to 1945, first of all made it possible to ones who haven’t received any sort of proper training can also become teachers. Second, the exam was a method that could meet the needed quantity of teachers without any expenses spent on training. So it was used by the Japanese to meet their demands instead of establishing training institutes. Third, because the qualifications of teachers were graded to different levels, this exam provided opportunities for teachers to acquire higher levels. By this the Japanese could reduce the budgets on training teachers as well as reeducating the teachers. Fourth, the exams forced the examinee to fulfil the qualities that the Japanese desired. This enabled the Japanese to control school education and the teachers.
목차
1. 서언
2. 근대개혁기 교원양성체제와 교원임용시험
3. 통감통치기 교원검정제도의 시행과 교원 양성 · 임용의 불일치
4. 일제강점기 교원시험과 교원 양성 · 임용체제의 착종
5. 결어
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UCI(KEPA) : I410-ECN-0101-2016-374-001022539