ScholarWorks@경상국립대학교

초록

This paper examines the Japanese language teacher recruitment exam for secondary school teachers through an analysis of its exam items. It investigates the guidelines under which the exam is formulated and explores its relationship with the university-level teacher training curriculum. By doing so, the paper aims to raise the need for discussions on the ideal relationship between university education and the recruitment exam. Focusing particularly on the field of Japanese culture, the study organizes and analyzes the scope, content, and format of exam questions from the past decade (2014 to 2025). This analysis reveals that the Japanese language recruitment exam guidelines, published in 2008, are set in very abstract terms. Furthermore, the analysis shows that some questions are based only on parts of these guidelines, while others fall outside their intended scope. Ideally, the exam questions should assess the content learned in university courses, allowing students who have completed their studies to answer the questions. However, the lack of new discussions or revisions of the exam guidelines over a long period, coupled with the absence of a nationwide, integrated discussion on the Japanese language teacher training curriculum, has led to a gap between the recruitment exam and university education. As a result, there has been insufficient discussion regarding the goals of Japanese culture education—specifically what should be taught and evaluated—in both the recruitment exam and university education. Moreover, the lack of a comprehensive discussion about what content should be taught as Japanese culture in secondary education further complicates the situation. Given these issues, there is an urgent need for overall reflection and discussion on the entire Japanese language teacher training process—spanning university education, the recruitment exam, and secondary education—regarding the categories and content of Japanese culture.

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