The objective of this study is to analyze the type and tendency of questions for teacher employment examination for special education from 2013 to 2016. To achieve this objective, it analyzed the type of questions for teacher employment examination of special education in accordance with the basic course required for the acquisition of teacher qualifications, educational objectives, and the concept of pedagogical content knowledge(PCK) used for the standard of teachers' expertise.
In the results of analyzing questions for teachers employment examination of special education from 2013 to 2016, first, regarding the type of questions, the percentage of complex suggestion got increased than simple suggestion. However, the complex suggestion was concentrated in examples or cases.
Regarding the contents of answers required, the percentage of asking complex knowledge or understanding was increased than simple knowledge or memory. Second, the course required for the acquisition of teacher license was concentrated in certain areas. Third, in the results of analyzing questions in accordance with taxonomy of educational objectives, most of the questions were asking knowledge and understanding while there were no questions asking synthesis and evaluation. In the results of analyzing questions in accordance with PCK for teachers' expertise, questions reflecting the detailed subject contents and also suggesting the characteristics of children were increased. However, the rate of questions reflecting the lesson condition of special class was still low.
Based on such results, it suggested the follow-up research to analyze the tendency of teacher employment examination and the curriculum of universities fostering special teachers.