Recognition of Learner and Teacher in Rural Junior-High School for the 2015 Revised Curriculum of South Korea

Abstract

This study examines students' perceptions of the revision of the 2015 curriculum and draws out a task to create a positive impact on career paths of the students. For this purpose, this study selected three autonomous junior high schools in rural areas of Jeonbuk province and conducted questionnaires on students and teachers. In particular, the results of the survey on the policy of free semester, integration policy of the humanities track and science track, and career education policy showed the students' positive expectation for the revision of the curriculum in 2015. Therefore, the following survey results were obtained. First, we could confirm a very positive reaction in the free semester. Second, there is a difference in the pros and cons of the autonomous junior high schools regarding the integration policy. In particular, the integration policy of the humanities track and science track shows that there is a positive expectation for career advancement. On the contrary, the perception that there is a concern about the effect on career is also investigated. Third, we could confirm the general lack of understanding about career education policy. Therefore, it can be confirmed that it is necessary to secure the justification for future career education, to promote active career education, and to follow-up policy for continuous career activities. Therefore, this paper suggests more active promotion and approach related to career policy.