Earticle

학교현장실습은 예비 교원들의 학교 현장 적합성을 제고할 수 있는 대표적 교과목 중의 하 나로, 교원양성 교육과정에서 중요한 부분을 차지한다. 하지만 우리나라의 학교현장실습은 짧 은 실습 기간, 실습 전담 교수 지도 교사의 전문성 부족, 현장 기반 실습 프로그램 부족 등 다양한 문제점이 나타나고 있다. 본 연구는 중등 교원양성기관의 학교현장실습에 나타나는 문제점을 개선하고자 하는 데 그 목적이 있다. 보다 구체적으로 학교현장실습의 개선이 교직 과정과 연계될 수밖에 없다는 점에서 중등 교직과정과 연계한 학교현장실습 개선 방안을 도 출하고자 한다. 이를 위해 핀란드, 프랑스, 미국, 일본 등 해외 주요 대학의 학교현장실습 대 상 학년, 실습 시기, 실습 기간, 실습 교과목, 실습 이수학점, 교원양성체제 등 여섯 가지 항 목을 분석 틀로 활용해 분석하였으며, 도출된 결과 및 개선방안은 다음과 같다. 첫째, 현장적 합성을 제고할 수 있도록 교직과정에 대한 전반적인 개편을 고민할 필요가 있을 것이다. 둘 째, 교직과정 개편과 관련하여 우선적으로 학교현장실습과 관련 교과목 및 편성·운영 학점을 다양화할 필요가 있을 것이다. 마지막으로 학교현장실습 과목 및 기간을 연장할 경우 예비교 원 및 단위학교를 위한 행·재정적 지원 방안을 마련할 필요가 있을 것이다.

School field practice is one of the representative subjects that can enhance school field suitability and occupies an important part of the teacher training curriculum. However, school field practice in Korea exhibits various issues such as short practice periods, lack of expertise among dedicated practice professors and mentor teachers, and insufficient field-based practice programs. This study aims to improve the problems found in insufficient field-based practice within secondary teacher training institutions. Specifically, since the improvement of school field practice must be linked to the teacher training curriculum, this study seeks to derive improvement measures for school field practice in connection with secondary teacher training courses. To achieve this, we analyzes six items using an analytical framework: target grades for school field practice, practice timing, practice period, practice subjects, practice completion credits, and teacher training system in major universities abroad, including Finland, France, the United States, and Japan. The derived results and improvement measures are as follows: First, it will be necessary to consider a comprehensive reform of the teacher education curriculum to enhance its relevance to the field. Second, in relation to the reform of the teacher education curriculum, it will be necessary to prioritize the diversification of school field practice related courses, as well as the allocation and management of credits. Finally, if the school field practice course and duration are extended, administrative and financial support measure should be prepared for pre-service teachers and individual schools.

This study aims to deeply explore the impact of practicum duration on the professional development of pre-service biology teachers. For this purpose, in-depth interviews were conducted with 13 pre-service teachers from a 4-week short-term practicum and 5 from a 15-week semester-long practicum (school field practicum semester system). The collected data were analyzed using a qualitative thematic analysis method based on Grounded Theory. The findings revealed that the practicum duration is a critical factor that brings about a qualitative transformation beyond a quantitative difference in experience. The experience of short-term practicum trainees was characterized by 'roleplaying,' where they imitated the mentor teacher's knowledge to perform assigned tasks. In contrast, semester-long practicum trainees experienced a process of 'identity formation,' creating their own teaching methods and internalizing a sense of responsibility through student interaction and reflection. These differences were summarized into three core themes: <Teaching Experience: From Imitation to Creation>, <Assessment Experience: From Assistant to Person in Charge>, and <Teacher Competency Development: From Skill Acquisition to Identity Internalization>. The results of this study suggest that a semester-long practicum, which provides sufficient time and responsible roles, is effective for pre-service teachers to establish their teacher identity as reflective practitioners, rather than as mere technicians.