The curricula for all indication subjects generally reflect a high proportion of practical training. However, the hierarchy of curriculum content and the appropriateness of subject assignments by teaching experience vary depending on the characteristics of each indication subject. This variation appears to reflect the differing dynamics and technological changes within the industries associated with each subject area. Accordingly, it is necessary to analyze the evolving characteristics of the industries related to each indication subject and, based on this analysis, review plans for teacher training, selection, and retraining. These considerations should also be reflected in future curriculum revisions. Across all indication subjects, both theoretical and practical components were considered appropriate areas of instruction for novice teachers, with practical training accounting for a substantial proportion alongside theoretical content. In terms of curriculum hierarchy, most subjects were rated as "low" or "medium," indicating that new teachers are likely to be responsible not only for foundational instruction but also for mid-level practical classes within the curriculum structure. This suggests a strong need to restructure the content and level of the practical skills assessment guidelines to reflect these educational demands. In addition, the current theory-oriented system for training and selecting specialized subject teachers should be reformed to ensure that practical competencies are also evaluated in a balanced and systematic manner.