중등교원양성과정의 현장 연계성 제고를 위한 교육봉사활동 개선 방향 탐색

초록

This study addresses the crisis facing Educational Volunteer Activities (EVA) within secondary teacher education programs in South Korea. Despite their institutional intent, these activities often suffer from a lack of connection to school sites, leading to a disconnect between participating pre-service teachers and in-service mentors. To overcome these challenges, this research explores directions for improving EVA to enhance the field relevance of teacher education. The study delves into the experiences of in-service teachers to diagnose the system's core issues and formulate a humanware-centered improvement model. A qualitative approach was adopted, utilizing Focus Group Interviews (FGI) with 12 secondary school teachers from institutions that collaborate with teacher education programs. The collected data were systematically analyzed following the procedures of qualitative content analysis. The analysis revealed several critical problems. In-service teachers experience EVA as having devolved into a mere formality for “filling time” to meet graduation requirements. For supervising teachers, it has become an “undesirable task” that adds a significant “workload” without adequate support. Consequently, pre-service teachers are limited to a superficial “tasting” of the profession, which fails to provide meaningful opportunities for professional development. These findings point to a structural failure in linking teacher education with the realities of the school environment. As a constructive alternative, this study proposes an “Apprenticeship-centered Educational Volunteer Activity” model. The model's core content is the implementation of “apprenticeship-style educational activities”, such as providing individual guidance to students and supporting classroom management. This core is supported by three fundamental operating principles: (1) systematic implementation integrated within the school's educational framework, (2) long-term and periodic execution throughout a semester, and (3) the cultivation of a mutually beneficial, cooperative relationship between pre-service and in-service teachers. By reframing EVA as a form of pre-apprenticeship, this model can serve as a foundational stage for a future, more formalized teacher apprenticeship system. It offers a practical solution to strengthen the field relevance of the entire teacher education system, ensuring that pre-service teachers gain authentic, sustained, and meaningful experience in schools.

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