교사교육 질 제고를 위한 미국 실습 중심 교원양성 교육과정 분석과 시사점

다국어 초록 (Multilingual Abstract)

Recently, Korea introduced a teacher education reform that extends student teaching to a full semester in order to strengthen the competencies of preservice teachers. This initiative reflects the global trend emphasizing the clinical component of teacher education; however, the reform primarily concentrates on the duration of the clinical component, without sufficiently addressing the overall curriculum. This study analyzes the undergraduate curricula of the five secondary teacher education institutions in the United States to examine how the emphasis on clinical teacher education is enacted in their curriculum and compares the curricular features with those of Korea’s teacher preparation programs.
The analysis revealed that U.S. teacher education institutions allocate a larger proportion of coursework to professional education, which includes subject-specific methods and education courses. They also establish a coherent and structured course sequence, provide courses that reflect the vision and professional identity they emphasize, and generally adopt a concurrent model that integrates theory and practice throughout the program. In contrast, Korean programs devote more credits to subject matter knowledge, rarely offer courses explicitly aligned with institutional visions and professional identity, and primarily follow a sequential model that separates theoretical courses from field experiences.
These findings illustrate how clinical teacher education is embodied in curriculum design and highlight specific curricular features that aim at enhancing teacher expertise. The study concludes that improving the quality of Korea’s teacher preparation requires more than simply lengthening student teaching. Future reforms would need to take these three key curricular features into consideration: strengthening professional education, enhancing curricular coherence, and promoting concurrent models that integrate theory and practice.