植民地朝鮮における初等学校教員の確保形態 : 教員試験を中心に

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概要

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• This paper aims to clarify acquisition form of teachers of elementary schools in colonial Korea. The examination of teachers started as a new acquisition form of teachers following invitation of teachers from the "mainland"(Japan), training of teachers in colonial Korea in 1917. When the examination started, there were few passers. (For example, passers were 37 people in the first year.) However, the number of passers of the examination increased steadily every year because the demand of elementary school teachers rose. And about 400 teachers were acquired by the examination in 1940's. In addition, the enforcement of the examination of teachers did not change greatly through the colony period. However, questions of the examination begun to change from the latter halfof1930's. In other words, the contents of question were affected by the situation (A war regime, Landsturm) and changed to things to acquire persons who promote ‘Kokokushinminka’ education. In addition, teachers were acquired through the examinations every year, but these examinations were not only thing that make a breakthrough to a lack of teachers. This was clarified by this article that focus on attributes and motives of examinees. In other words the examination of teachers had another functions as the means for advancement of incumbent teachers. Actually, the improvement of the qualification by the examination of the teacher was effective method for the improvement of the status and his/her place of work, promotion to principal in the society of teachers. The examinations of teachers were carried out to meet double demands for acquisition of the quantity and quality (To make a breakthrough to a lack of teachers and the improvement method of the qualification). Thus, the category of passers of the examination cannot juxtapose with the category of teachers who invited from ‘mainland’ and the category of teachers trained in normal school in colonial Korea. Because this article clarified the characteristic of examination of teachers and passers of it, I was able to get one clue to began the research that clarify an attribute and the state of existence of teachers who intertwined with each other in colonial Korea.

著者

• 山下 達也

  九州大学大学院

• 山下 達也

  九州大学大学院博士後期課程

関連論文

• 植民地朝鮮における教員の「社会教化」活動
• 植民地朝鮮における教員の位置づけ再考
• 韓国におけるいじめ問題--実態とその特徴について
• 植民地朝鮮の教員社会における性差
• 歴史教育における近代化論の展望 : 「植民地近代」論からの示唆
• 植民地朝鮮における「内地人」教員の役割
• 植民地朝鮮における教育研究 : 「朝鮮初等教育研究会」を中心に
• 植民地朝鮮の師範学校における「内地人」生徒 : 官立大邱師範学校を中心に
• 植民地朝鮮における初等学校教員の養成と配置
• 植民地朝鮮における「内地」教育--初等学校「修身科」を中心に
• 植民地朝鮮における「内地人」教員の多様性 : 招聘教員と朝鮮で養成された教員の特徴とその関係
• 植民地朝鮮における教員の思想問題
• 教育方法改善に関する事例の検討--中学校社会科教員を中心に
• 植民地朝鮮における初等学校教員の確保形態 : 教員試験を中心に

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