예비 교사교육은 교사로서 필요한 지식과 기능, 그리고 인성적 자질의 토대를 마련하는 핵심적인 역할을 담당하기 때문에 예비교사를 양성하는 교원 양성 기관의 질적 관리는 교사의 질적 관리와 직결된다고 할 수 있다. 이러한 취지에서 1998년 이후 시작된 교원양성기관 평가는 교사교육의 질적인 관리를 위하여 정부 주도로 실시된 평가 체제로 교사양성과정 전반에 관한 투입과 성과를 평가하는 체제로 발전하여 왔다. 하지만 각 전공 영역별 교사교육 프로그램에 대한 평가는 가시적인 지표 중심으로 이루어져 구체적이고 상세한 평가가 미흡한 실정이다. 본 글은 교원 양성기관 평가인증제와 이와 연계한 기준중심 체육 교사교육 프로그램 평가를 실시하고 있는 미국의 사례를 바탕으로, 구체적으로 체육 교사교육 프로그램에 대한 평가가 어떻게 시행되는지를 살펴본다. 아울러, 책무성을 강조하는 기준중심 평가체제가 가지는 장단점을 살펴 본 후, 이러한 책무성 중심의 체육 교사교육 프로그램 평가체제가 우리의 체육 교사교육 프로그램 운영 및 평가체제를 개선하는 데 가질 수 있는 시사점을 모색한다.
Assuring teacher education program quality is high on agenda across the country because teacher education program plays a critical role building foundations for lifelong professional development by equipping candidates with knowledge, skills, and dispositions. Although there has been government-initiated teacher education institution evaluation since 1998, the evaluation has focused on explicit input and outcome indices of teacher education in general, rather than scrutinizing details of individual teacher education programs. The purpose of this paper was to examine physical education teacher education (PETE) program assessment in relation to the teacher education accreditation system in USA. First, we will provide an overview of the teacher education accreditation system and Initial Physical Education Teacher Education Professional Standards in USA. Then, specific application of teacher professional standards to the teacher education program assessment will be described. Four contradicting issues of standard-based assesment are discussed in terms of: (a) double-sided nature and meaning of 'standards', (b) issue of autonomy vs. accountability, and (c) promoting professionalism vs. de-professionalism. Three implications are provided for designing future Korean PETE program assessment system.
Assuring teacher education program quality is high on agenda across the country because teacher education program plays a critical role building foundations for lifelong professional development by equipping candidates with knowledge, skills, and dispositions. Although there has been government-initiated teacher education institution evaluation since 1998, the evaluation has focused on explicit input and outcome indices of teacher education in general, rather than scrutinizing details of individual teacher education programs. The purpose of this paper was to examine physical education teacher education (PETE) program assessment in relation to the teacher education accreditation system in USA. First, we will provide an overview of the teacher education accreditation system and Initial Physical Education Teacher Education Professional Standards in USA. Then, specific application of teacher professional standards to the teacher education program assessment will be described. Four contradicting issues of standard-based assesment are discussed in terms of: (a) double-sided nature and meaning of 'standards', (b) issue of autonomy vs. accountability, and (c) promoting professionalism vs. de-professionalism. Three implications are provided for designing future Korean PETE program assessment system.
