전문상담교사 임용시험『가족상담』평가 문항의 평가영역 및 평가 내용요소 분석 = Analysis of Evaluation Question of Professional School Counselor's Employment Examination『Family Counseling』

국문 초록 (Abstract)

학생의 정서적·행동적 문제는 개인적 요인뿐 아니라 가족 환경과 관련되어 있고, 전문상담교사에게는 부모 및 가족을 상담할 수 있는 역량이 요구된다(이승복, 김미현, 조항, 2024). 개정된 전문상담교사의 직무기준에서 가족상담 수행 능력은 주요 직무 역량으로 추가되었다(한국교육과정평가원, 2016). 이에 전문상담교사를 선발하는 임용시험에서 가족에 대한 이해와 상담 개입 역량의 평가가 타당한 지에 대한 분석이 필요하다. 2014년부터 2025년까지 실시된 임용시험의 14개 과목 중 가장 출제가 많았던『가족상담』교과목의 문항 40개를 한국교육과정평가원(2016)의 ‘[전문상담교사]의 자격기준과 평가영역 및 평가내용요소’를 근거로 분석한 결과는 다음과 같다. 첫째,『가족상담』문항의 배점비율은 점차 줄어들었다. 둘째, 평가영역 4개 중 [가족상담이론]에서 65.38%가 출제된 반면 [가족상담 운영 및 기법]에서는 12년간 한 문항도 출제되지 않았다. 이는 전문상담교사의 자격기준에 4가지 세부자격기준을 담은 가족상담 실무기준이 추가된 것(2016)과 배치된다. 셋째,『가족상담』문항은 65.40%가 서술형으로, 75%이상이 축어록을 기반으로 출제되었다. 넷째, 16개의 중복문항은 93.95%가 서술형과 논술형으로 출제되었고, 85.80%가『가족상담』의 3개 평가영역에서 출제된 문항이었다. 종합해보면 학교현장에서 활용 가능한 실제적 사례와 개입 전략, 부모상담과 가족평가 등 실천적 역량을 강조하는 교육현장의 적합성과 실무성을 강화한 방향으로 변화되고 있는 것으로 평가할 수 있다. 그러나 특정 평가영역과 평가내용요소에서 출제가 과도하게 집중된 경향, 이론 중심의 출제경향, 추가된 직무기준을 고려하지 않은 출제경향, 학교현장의 시대적 변화를 고려하지 못하는 출제경향은 변화가 시급함을 시사한다.

다국어 초록 (Multilingual Abstract)

Students’ emotional and behavioral problems are associated not only with individual factors but also with the family environment, and professional counseling teachers are required to possess competencies to counsel parents and families (Lee, Kim, & Cho, 2022). In the revised job standards for professional counseling teachers, the ability to conduct family counseling was added as a major professional competency (Korea Institute for Curriculum and Evaluation [KICE], 2016). Accordingly, it is necessary to examine whether the teacher employment examination appropriately evaluates competencies related to understanding families and counseling interventions. This study analyzed 40 items from the subject Family Counseling, which had the highest number of questions among the 14 subjects included in the teacher employment examination administered from 2014 to 2025. The analysis was conducted based on the “Qualification Standards, Evaluation Domains, and Evaluation Content Elements for Professional Counseling Teachers” proposed by the KICE (2016). The results are as follows. First, the score weight of the Family Counseling items gradually decreased. Second, among the four evaluation domains, 65.38% of the items were drawn from Family Counseling Theory, whereas no items were asked from Family Counseling Management and Techniques for 12 years. This finding is inconsistent with the 2016 revision that added practical standards for family counseling containing four detailed qualification criteria for professional counseling teachers. Third, 65.40% of the Family Counseling items were constructed as short-answer questions, and more than 75% were based on counseling transcripts. Fourth, among the 16 overlapping items, 93.95% were presented as short-answer or essay questions, and 85.80% overlapped across three evaluation domains of Family Counseling. Overall, these results suggest that the examination has been evolving toward strengthening the relevance and practicality required in educational settings by emphasizing real cases applicable in school contexts and practical competencies such as intervention strategies, parent counseling, and family assessment. However, the findings also indicate the need for urgent improvement due to several issues, including excessive concentration of items in specific evaluation domains and content elements, a theory-centered orientation in item construction, the failure to reflect the newly added job standards, and insufficient consideration of contemporary changes in school settings.