미용과 중등학교교사 임용후보자 선정경쟁시험 체제에 대한 현직 미용과 교사 인식 연구 = A Study on In-Service Cosmetology Teachers’ Perceptions of the Secondary School Cosmetology Teacher Employment Examination System

다국어 초록 (Multilingual Abstract)

To identify the current status of the examination system and to derive policy implications for training and selecting cosmetology teachers, we examined the perceptions of in-service public school teachers who passed the secondary school teacher employment examination in the field of cosmetology. Regarding general characteristics, we noted most teachers passed the examination within one or two attempts. The most common period of preparation was between one and three years. The uncertainty of the number of available positions (TO) and the lack of relevant information were the major difficulties faced by the teachers in the preparation process. Respondents showed a high level of consensus on the necessity of additional learning beyond the formal teacher education curriculum. They felt there was a relatively low level of alignment between the teacher education curriculum and the examination.
On the relationship between the examination and the professionalism of teachers, respondents generally agreed that the examination appropriately evaluates professional competencies. Teaching demonstrations were identified as a particularly significant factor. The primary areas within the subject domain, include hairdressing, skin care, makeup, nail care, introduction to cosmetology, and cosmetology education. Regarding the relevance of evaluation methods, teaching demonstrations were rated the highest, followed by written tests, in-depth interviews, and practical tests.
There were different methods of preparation. Written tests and teaching demonstrations were mainly prepared through self-study and study groups, while practical tests relied heavily on private academies. The preferred evaluation methods for future teacher selection, include descriptive assessments, teaching demonstrations, and practical tests.
Despite its contributions, there are several limitations to our study. They include the lack of prior research on cosmetology teacher employment examinations, which restricted in-depth analyses from diverse perspectives. Future research should suggest more specific strategies to improve each stage of the examination. Furthermore, systematic improvements in teacher education curricula and continuous follow-up studies are required to enhance the quality of cosmetology education.