교원양성기관평가 정책은 성공하였는가?: 5.31교육개혁의 교원양성기관평가 정책 평가 연구 = A Case Study of the Teacher Training Institution Evaluation Policy of the ‘May 31 Education Reform’

다국어 초록 (Multilingual Abstract)

This study, as the 5.31 Education Reform policy approaches its 30thanniversary, aims to explore its significance and future direction by analyzing itsbackground, nature, operational processes, and achievements. Literature analysiswas the primary method of research, complemented by in-depth interviews.
Specifically, the teacher education institution evaluation policy was analyzedbased on four criteria: 1) the validity of policy goals, 2) the appropriateness ofpolicy design, 3) the appropriateness of policy measures, and the degree ofachievement of policy outcomes. The analysis found that while the policy goalsof improving the quality of teacher education institutions and adjusting the scaleof training were valid and reflective of the needs of the times, universities'acceptance of evaluation criteria as an absolute requirement for survival led toexcessive dependence on the Ministry of Education guidelines. Furthermore, thestrong sanction of reducing student enrollment, while enhancing the effectivenessof the system, hindered creative teaching activities and the autonomy ofuniversities.
In conclusion, while the teacher training institution evaluation policy has beenrelatively successful to some extent, it appears that score-based evaluation andexcessive competition have distanced themselves from fundamentally improvingthe quality of teacher education. Building on the achievements of the May 31stEducation Reform, we propose a new "post-May 31" approach centered on trulyimproving the quality of teacher education.