Quality of Religious teacher and religious education

ABSTRACT

This article focused on the investigation of religious education and quality matter of religious teacher in institutional school education. It is widely known that course of religion in school education was limitedly performed. Religious education was never enforced in public schools, was only operated at some private schools which were founded by religious organization. Among 64 subjects taught at school education, religious education is only phenomena until present time 2008. Religion, as main aim of salvation of world and people, has been kept up with history and culture of human being. Therefore, religious education become a important subject for formation of view of value to live a life as a human being. The limitation of religious education could brought a problem that propaganda of its religious thought takes center of each religious organization s school. Government shifting the responsibility of religious education to those schools and asking objective and universal religious education, and those religious organization s schools requesting autonomy to government. In this circumstances, a related project of “development and evaluation of subject teacher s qualification standard” which is prepared by Korea Institution for Curriculum and Evaluation, is expected to be an occasion to seek new frame of administration for the subject of religion. Based on this project, public school can be able to run religious education, balanced subject administration can lead the standardizations of text book and so on. Among them, most important factor is quality of religious teacher. It dominates whole processes of training, appointment, re-education, evaluation and so on. Among the roles of religious teacher, some parts are similarly required factors to ordinary teacher as well, however there are special requirements to religious teacher only. Concerning on the required roles to religious teacher, three factors should be emphasized; firstly, role of specialist of subject education, secondly, role of guide for school life and personality counselor, thirdly, role of reciprocal activist with religious character among colleague teachers, and so on.