This study is about the correlation between the teacher recruitment examination for secondary school and the curriculums of graduate schools of education.
This study considers strengths and problems, which the curriculums of five graduate schools of education have and suggests an improvement plan by analyzing the correlation between the curriculums of five graduate schools of education that were selected, based on the results of the art teacher recruitment examination for secondary school and the third phase evaluation of teacher training institutes from 2012 to 2015.
The ultimate purpose of this study is to improve educational satisfaction of students at graduate school of education and provide helpful data as a systematic foundation for future curriculum revision.
The analysis result of teacher recruitment examination questions shows that the curriculums of graduate schools of education enrich the substance, based on a deep understanding, not fragmentary knowledge. The classes, which integrate theory and practice, improve efficiency of understanding and education of each subject.
Moreover, education with pre-service teachers and many professional art teachers provides a variety of educational experience.
However, the major subjects included in the teacher recruitment examination are not offered in the curriculums, the similar names of the subjects in the curriculums are little ambiguous, or the number of the subjects in the curriculums is small and they are concentrated in particular domains. For this reason, the choice of students is limited.
On the basis of this finding, this study throws out the following suggestion to improve the correlation between the curriculums of graduate schools of education and the teacher recruitment examination.
For equal course organization, at least 1 to 2 subjects should be added to the major subjects included in the teacher recruitment examination, based on the current curriculum of each school.
If there is a shortage of students attending new courses, there is a need to connect students to undergraduate lectures flexibly rather than developing new courses for keeping balance among the courses.