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Exam Review

Key Facts: Korean School Counselor Teacher Appointment Exam Exam

240 min

Stage 1 written test duration

60 minutes for general pedagogy essay plus two 90-minute periods for major counseling papers.

100 pts

Stage 1 total score

20 points for educational pedagogy and 80 points for professional counseling major.

24 items

Stage 1 item count

1 essay item in Period 1, 12 items in 전공 A, and 11 items in 전공 B.

40%

Passing floor per subject

Scoring below 40% in either 교육학 or 전공 leads to immediate disqualification (과락).

Grade 3

Korean History requirement

Level 3 or higher on the Korean History Proficiency Test (한능검) is mandatory.

Wee Project

Institutional framework

Appointees staff Wee Classes in schools and Wee Centers in local education support offices.

KICE

Test development agency

Korea Institute for Curriculum and Evaluation develops and grades Stage 1 papers.

KRW 25k–30k

Application fee

Standard ordinance-based examination fee across provincial education offices.

The Korean School Counselor Appointment Exam is the competitive recruitment test for public school counseling educators administered by provincial education offices and KICE. Stage 1 comprises 240 minutes of testing across 교육학 and 전공 전문상담 A/B with fees of KRW 25,000–30,000. OpenExamPrep provides 100 independent English practice MCQs as a study adaptation.

Sample Korean School Counselor Teacher Appointment Exam Practice Questions

Try these sample questions to review concepts for the Korean School Counselor Teacher Appointment Exam exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1In Korean educational studies (교육학), John Dewey’s progressive educational philosophy (진보주의 교육철학) defines education primarily as which of the following?
A.The continuous reconstruction and reorganization of experience (경험의 계속적인 재구성)
B.The passive transmission of cultural heritage across generations (문화유산의 일방적 전달)
C.The strict preparation for adult societal roles through preset behavioral drills (기성 사회 적응을 위한 사전 훈련)
D.The memorization of perennial and unchanging metaphysical truths (불변의 형이상학적 진리 암기)
Explanation: John Dewey defined education as the continuous reconstruction, reorganization, and transformation of experience. In progressive educational philosophy, growth is an ongoing process that has no end beyond itself, emphasizing child-centered reflective thinking and experiential problem solving.
2In curriculum design (교육과정 설계), how does Elliot Eisner’s concept of 'expressive outcomes' (표현적 결과) differ from Tyler’s behavioral objectives (행동목표)?
A.Expressive outcomes specify predetermined behavioral changes measurable prior to instruction
B.Expressive outcomes describe an educational encounter and acknowledge diverse, individualized student products that emerge during or after the activity
C.Expressive outcomes focus exclusively on standardized cognitive mastery over affective domains
D.Expressive outcomes eliminate all teacher judgment in favor of quantitative operational definitions
Explanation: Elliot Eisner introduced expressive outcomes to counter the limitations of rigid behavioral objectives. An expressive outcome describes an educational encounter or situation in which students engage, inviting idiosyncratic, novel, and diverse responses that cannot be predicted in advance.
3In Wiggins and McTighe’s Understanding by Design (백워드 설계 모형, Backward Design), what is the correct chronological sequence of the three design stages?
A.Identify desired results (목표 설정) → Plan learning experiences and instruction (학습경험 계획) → Determine acceptable evidence (평가 계획)
B.Determine acceptable evidence (평가 계획) → Identify desired results (목표 설정) → Plan learning experiences and instruction (학습경험 계획)
C.Identify desired results (목표 설정) → Determine acceptable evidence (평가 계획) → Plan learning experiences and instruction (학습경험 계획)
D.Plan learning experiences and instruction (학습경험 계획) → Identify desired results (목표 설정) → Determine acceptable evidence (평가 계획)
Explanation: The Backward Design model follows a purposeful three-stage sequence: Stage 1 is Identifying Desired Results (focusing on big ideas and enduring understandings), Stage 2 is Determining Acceptable Evidence (designing assessment tasks before instruction), and Stage 3 is Planning Learning Experiences and Instruction (WHERETO framework).
4Which curriculum concept refers to topics and perspectives that are intentionally or unintentionally omitted from school curricula, thereby implicitly teaching students that those topics are unimportant?
A.Explicit curriculum (명시적 교육과정)
B.Hidden curriculum (잠재적 교육과정)
C.Null curriculum (영 교육과정)
D.Co-curriculum (계발활동/창의적 체험활동)
Explanation: Elliot Eisner coined the term 'Null curriculum' (영 교육과정) to refer to curriculum content, subject matter, and intellectual processes that schools do not teach. The absence of these subjects sends a powerful message to students regarding what society considers worthwhile or dispensable.
5In Robert Gagné’s Nine Events of Instruction (가네의 9가지 수업사태), which instructional event corresponds to the internal cognitive process of 'expectancy' (기대감 형성)?
A.Gaining attention (주의집중 유발하기)
B.Informing learners of the objective (학습자에게 수업목표 알리기)
C.Stimulating recall of prior learning (선행학습 회상 자극하기)
D.Presenting the stimulus (자극자료 제시하기)
Explanation: In Gagné’s instructional design model, each external pedagogical event maps to an internal cognitive process. Informing learners of the objective directly stimulates the internal process of expectancy (기대), giving students a clear target for their motivation and effort.
6In John Keller’s ARCS motivational design model (켈러의 ARCS 모형), which sub-strategy best enhances student 'Confidence' (자신감)?
A.Using perceptual arousal techniques like sudden visual or auditory variations
B.Showing how the content connects directly to students' present personal needs and future career goals
C.Providing clear learning requirements, opportunities for success, and personal control over learning outcomes
D.Delivering equitable intrinsic and extrinsic rewards that confirm student accomplishments
Explanation: In Keller’s ARCS model, Confidence (C) is fostered by establishing learning requirements (performance expectations), providing constructive feedback and opportunities for success, and attributing success to student effort and personal agency (personal control).
7In Collins, Brown, and Newman’s Cognitive Apprenticeship model (인지적 도제이론), which pedagogical phase involves gradually fading teacher assistance as the student demonstrates independent mastery?
A.Modeling (시범)
B.Coaching (코칭)
C.Scaffolding and Fading (비계설정 및 용암법/교수적 도움 중지)
D.Exploration (탐색)
Explanation: In cognitive apprenticeship, scaffolding provides contextual support and assistance tailored to the learner's current competence; as the learner develops autonomy, the instructor systematically fades (removes) this support so the student can perform independently.
8According to Lev Vygotsky’s socio-cultural developmental theory, what is the Zone of Proximal Development (근접발달영역, ZPD)?
A.The gap between what a child can achieve independently and what they can achieve with guidance or peer collaboration
B.The biological maturation window during which physical reflexes develop into operational schemas
C.The upper boundary of academic achievement that cannot be exceeded regardless of adult intervention
D.The phase where egocentric speech is completely replaced by passive silent conditioning
Explanation: Vygotsky defined the Zone of Proximal Development (ZPD) as the distance between the actual developmental level (determined by independent problem solving) and the potential developmental level (determined through problem solving under adult guidance or in collaboration with more capable peers).
9In Albert Bandura’s Social Cognitive Theory (사회인지이론), which source provides the most powerful and authentic foundation for strengthening a student’s self-efficacy (자기효능감)?
A.Vicarious experiences (대리경험) through observing peer models
B.Verbal persuasion (언어적 설득) and encouragement from a respected counselor
C.Mastery experiences (성공경험/숙달경험) gained through personal performance accomplishments
D.Physiological and affective arousal states (신체적·정서적 각성) managed via relaxation
Explanation: According to Bandura, mastery experiences (enactive mastery accomplishments) are the most influential source of self-efficacy because they provide direct, authentic evidence of one’s capability to succeed. Repeated genuine successes build robust efficacy beliefs.
10According to Deci and Ryan’s Self-Determination Theory (자기결정성 이론), which three basic psychological needs must be nurtured in school environments to promote autonomous self-regulation?
A.Autonomy (자율성), Competence (유능감), Relatedness (관계성)
B.Authority (권위), Competition (경쟁성), Affiliation (소속감)
C.Achievement (성취욕), Compliance (순응성), Self-worth (자존감)
D.Survival (생존), Belonging (소속), Freedom (자유)
Explanation: Self-Determination Theory posits three innate, universal basic psychological needs: Autonomy (the need to self-regulate one's actions), Competence (the need to feel effective in interacting with the environment), and Relatedness (the need to experience close, caring connections with others).

About the Korean School Counselor Teacher Appointment Exam Exam

The Korean School Counselor (Professional Counseling Teacher) Appointment Exam (공립 전문상담교사 임용후보자 선정경쟁시험) is the competitive examination used by provincial and metropolitan education offices to select certified professional counseling teachers for public schools. Stage 1 written testing is developed and graded by KICE and comprises 교육학 (Educational Studies / Pedagogy essay, 20 points, 60 minutes) and 전공 전문상담 A and B (Counseling Major, 80 points, 180 minutes total), covering counseling theories, psychological testing, abnormal psychology, child and adolescent mental health, group counseling, career guidance, family therapy, and school crisis intervention. Stage 2 is office-administered; Gyeonggi's 2026 nonteaching-subject process used a 100-point in-depth interview without a teaching demonstration. The official exam is administered in Korean in essay, short-answer, descriptive, and oral formats; this bank is an independent English-language MCQ study adaptation, not a format simulation or official translation.

Exam sponsor: 17 Provincial Offices of Education (시·도교육청); Stage 1 written test developed and scored by Korea Institute for Curriculum and Evaluation (KICE / 한국교육과정평가원). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Stage 1 written testing comprises Period 1 교육학 (1 essay item, 20 pts, 60 min), Period 2 전공 A (12 items, 40 pts, 90 min), and Period 3 전공 B (11 items, 40 pts, 90 min), total 100 points. Stage 2 is set by the recruiting education office; Gyeonggi's 2026 nonteaching-subject procedure used an in-depth interview only (100 pts).

Time Limit

240 minutes total testing time across 3 periods (60 min + 90 min + 90 min)

Passing Score

Stage 1 cutoff set at ~1.5 times the recruitment quota (minimum 40% per subject); final appointment based on combined Stage 1 + Stage 2 score

Exam / Certification Fees

KRW 25,000 to KRW 30,000 (set by provincial education office ordinance)

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

Practice coverage (20 of 100 items)

Educational Studies & Pedagogy (교육학)

Educational philosophy, curriculum design, educational psychology, evaluation and measurement, educational sociology, and administrative law.

Practice coverage (15 of 100 items)

Individual Counseling Theories & Techniques (상담이론 및 실제)

Psychoanalytic, Adlerian, person-centered, Gestalt, REBT, cognitive behavioral, reality, and solution-focused brief therapy models.

Practice coverage (12 of 100 items)

Psychological Assessment & Testing (심리검사 및 측정)

Reliability/validity principles, MMPI-A, K-WISC, Holland vocational inventory, MBTI, BDI, and psychological test interpretation in schools.

Practice coverage (13 of 100 items)

Child & Adolescent Psychopathology / Abnormal Psychology (이상심리학 및 청소년 정신건강)

Depression, anxiety, ADHD, conduct disorder, trauma/PTSD, non-suicidal self-injury, suicide risk evaluation, and DSM-5 diagnostic frameworks.

Practice coverage (13 of 100 items)

Group & Family Counseling (집단상담 및 가족상담)

Group development stages, leader intervention techniques, structural/Bowen/systemic family therapy, and parent consultation.

Practice coverage (13 of 100 items)

Career Counseling & Developmental Psychology (진로상담 및 발달심리학)

Super, Holland, Gottfredson, and cognitive information processing career theories; cognitive, moral, and psychosocial developmental stages.

Practice coverage (14 of 100 items)

School Counseling Programs, Crisis Intervention & Ethics (학교상담 운영, 위기개입 및 상담윤리)

Wee Class and Wee Center operation, school violence response, confidentiality and duty to warn, child abuse reporting, and professional ethics.

Preparing for the Korean School Counselor Teacher Appointment Exam Exam

What You Need to Know

  • Passing score: Stage 1 cutoff set at ~1.5 times the recruitment quota (minimum 40% per subject); final appointment based on combined Stage 1 + Stage 2 score
  • Assessment: Stage 1 written testing comprises Period 1 교육학 (1 essay item, 20 pts, 60 min), Period 2 전공 A (12 items, 40 pts, 90 min), and Period 3 전공 B (11 items, 40 pts, 90 min), total 100 points. Stage 2 is set by the recruiting education office; Gyeonggi's 2026 nonteaching-subject procedure used an in-depth interview only (100 pts).
  • Time limit: 240 minutes total testing time across 3 periods (60 min + 90 min + 90 min)
  • Exam / certification fees: KRW 25,000 to KRW 30,000 (set by provincial education office ordinance) Official sources

Using Our Practice Resources

  • Work through all 100 available questions
  • Review every answer and explanation
  • Track weak areas and revisit them
  • Use our AI tutor for tough concepts

Korean School Counselor Teacher Appointment Exam: Suggested Study Strategy

1Distinguish key therapeutic mechanisms across major counseling orientations (psychoanalytic, cognitive-behavioral, person-centered, reality therapy, Adlerian) and know when to apply each.
2Master the standardization, subscales, and profile interpretation of psychological assessment instruments commonly used in schools (MMPI-A, K-WISC, Holland, BDI).
3Thoroughly understand school crisis intervention protocols for suicidal ideation, non-suicidal self-injury (NSSI), and school violence prevention.
4Review the legal duties of school counselors regarding confidentiality exceptions, mandatory child abuse reporting, and collaboration with child protection agencies.

Frequently Asked Questions

What is the Korean School Counselor Appointment Exam?

It is South Korea's official competitive examination for appointing certified Professional Counseling Teachers (전문상담교사) to public schools (elementary, middle, high schools) and provincial Wee Centers.

How is the Stage 1 written examination structured?

Stage 1 consists of 3 periods totaling 240 minutes: Period 1 교육학 (Pedagogy Essay, 1 item, 20 pts, 60 min), Period 2 전공 A (Counseling Major A, 12 items, 40 pts, 90 min), and Period 3 전공 B (Counseling Major B, 11 items, 40 pts, 90 min). Total 100 points.

What certificate is required to take this exam?

Applicants must hold a Professional Counseling Teacher Certificate Grade 1 or 2 (전문상담교사 1·2급 자격증) and possess Grade 3 or higher on the Korean History Proficiency Test (한능검).

Are counselor candidates evaluated by teaching demonstration?

Stage 2 is set by the recruiting education office. In Gyeonggi's official 2026 notice, professional counseling was a nonteaching subject and candidates took a 100-point in-depth interview without a teaching demonstration or separate case-counseling performance test.

What format and language does the official exam use?

The official exam is administered in Korean in written essay, short-answer, and descriptive formats. This OpenExamPrep bank provides an independent English-language MCQ study adaptation.