Earticle

본 연구는 뉴질랜드에서 최근 구현되고 있는 학교ㆍ교사 학습공동체에 대해 탐색하고, 뉴질랜드 학습공동체가 우리나라 학습공동체에 주는 시사점을 도출하여 논하는 데 연구의 목적이 있다. 이를 위해 뉴질랜드 교육 체제와 교육과정, 학습공동체에 대한 보고서, 학술논문, 홈페이지 정보 등을 분석하는 문헌 연구를 수행하였다. 연구 결과, 뉴질랜드의 학습공동체는 일반적인 교사 학습공동체의 특징을 가질 뿐만 아니라 “학교 밖 공동 목표의 설정과 협력”을 통해 교육과정 거버넌스의 한 축으로서의 역할을 수행하면서 학습공동체의 새로운 양상을 드러내고 있다. 또한 뉴질랜드는 교육 개혁과 지속가능한 개선을 위해서는 ‘학교 역량’을 향상시키는 것이 중요하다는 인식 아래, 학습공동체에 대해서도 학교단위의 시스템적 접근을 취하였으며, 교육부는 학습공동체 운영을 위한 행․재정적, 도구적 지원을 적극적으로 펼쳐 나가고 있다. 학교단위의 네트워크 형성은 학습공동체 내 교직원의 유연한 활용, 시설 공유, 비용 절감 등을 가능하게 하여 체제 전반의 변화를 가동시키는 장치로 기능하고 있다. 이에 본 연구에서는 분권화, 지역화, 자율화에 따른 학습공동체의 역할 재모색과 운영 방식의 재구조화, 학습공동체를 통한 학교와 교사의 지속가능한 역량 강화, 학습공동체 내 인적･물적 자원의 협력적 활용과 운영 지원, 시간과 비용의 행･재정적 지원을 시사점으로 제언하였다.

The purpose of this study was to explore the characteristics and implications of the recently implemented Communities of Learning (CoL) in New Zealand. Resources for this investigation included academic articles and government reports on New Zealand’s educational governance, curriculum, and CoL. Analysis revealed that New Zealand’s CoL are playing a role as an axis of curriculum governance by "setting and working with shared goals outside of school" as well as having features of the general teachers’ learning community. In recognition of the importance of improving the "school capacity" for educational reform and sustainable improvement, New Zealand has taken a systematic approach to CoL at the school level, and the Ministry of Education is actively supporting the CoL. The networking of CoL schools functions as a means by which CoL can flexibly utilize teachers and staff, share facilities, and reduce costs, thereby increasing the feasibility of systemwide change. Based on these findings, this study suggests research on the role of Korean CoL and reorganization of its operating system based on a policy of decentralization, localization, and autonomy; strengthening the sustainable capacity of schools and teachers through CoL; collaborative use of resources in CoL and support for CoL operation; and administrative and financial support of time and cost.

This study employed a convergent mixed-methods approach to examine the development of learning communities among longan farmers in Chiang Mai Province, Thailand, and the role of information professionals in community engagement. Quantitative and qualitative data were collected simultaneously and synthesized to provide a comprehensive understanding. The qualitative phase involved structured interviews with ten longan farmers, with six participating, and data were analyzed descriptively to assess learning community development. In the quantitative phase, surveys were distributed to 144 stakeholders, with 136 completed responses (94.44%). Descriptive and inferential statistical analyses were conducted using IBM SPSS Statistics 30.0 (IBM Co., Armonk, NY, USA), including the Shapiro-Wilk test, Friedman test, and Wilcoxon Signed-Rank test, to evaluate the significance of community engagement in agricultural development. Findings from the qualitative analysis highlight three key aspects of learning center operations: (1) management, (2) farmer skills development, and (3) knowledge creation and transfer. The quantitative results identify four areas in which information professionals contribute to community engagement: (1) Outreach (Information Providing), (2) Collaboration (Information Evaluation), (3) Involvement (Information Analysis), and (4) Consultation (Information Consulting). Qualitative insights complement the statistical findings, providing a deeper understanding of the learning community development process. This integration clarifies the role of information professionals and supports policy development initiatives aimed at strengthening the agricultural capacity of longan farmers, with potential applicability to other agricultural communities. Furthermore, the study offers a framework for information professionals, librarians, and agricultural specialists to enhance learning communities and contributes to the advancement of curricula in library and information science.

Purpose: The current study assesses cyberbullying among university students and explores the role of the student-teacher relationship and virtual classroom community. Methods: A descriptive exploratory study on four randomly selected colleges at Damanhour University/Egypt. Participants were recruited conveniently using an equal allocation of 150 students/college (600 students). The European Cyberbullying Intervention Project Questionnaire (ECIPQ), Rovai's Classroom Community Scale (RCCS), and the Student Version of The Teacher-Student Relationship Inventory (S-STRI) were used for data collection. Results: Low cyber victimization was reported by 66.5% of the students, while 39.8% reported low cyberaggression behaviors. The highest percent reported average virtual class connectedness (77.3%), learning experience (70.3%), and overall virtual classroom community (80.8%). Besides, highly satisfying teacher relationships (82.3%); average (38.8%) and low (35.8%) instrumental help; low conflict (68.0%); and average total teacher-student relationship (70.5%). Regression analysis revealed that the increased scores of the total teacher-student relationship scale (<i>p</i><0.05) with its two domains [satisfaction and instrumental help (<i>p</i><0.01)] and the total classroom community scale (<i>p</i><0.05) with its domains [connectedness (<i>p</i><0.01) and learning experience (<i>p</i><0.05)] decreased the likelihood of cyber victimization and cyberaggression. However, perceived conflicting teacher relationships increased the likelihood of cyber victimization (<i>p</i><0.05) and cyberaggression (<i>p</i><0.01).Conclusion: Cyberbullying is a concern among university students, and the students’ perceived nature of their relationships with their teachers and sense of virtual classroom community play a pivotal role in shaping their involvement in cyberaggression and exposure to cyber victimization. Thus, developing mass media campaigns to enhance awareness about cyberbullying and cyber civility regulations is recommended.

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups： social dimension (leader’s enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners’ perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

Background/Objectives: This study is a qualitative study that attempted to explore the experiences of nursing students participating in the learning community in the COVID-19 situation through the content analysis method. Methods/Statistical analysis: Data collection was conducted for 10 nursing students in 2021 The data analysis of this study was analyzed using content analysis based on the recorded data of the in-depth interview and the transcribed data. Findings: Four categories and eighteen sub-area themes were derived from the research question. Students' online learning community activities were classified into the stages of planning, implementation, evaluation, and reflection. Improvements/Applications: In the future, it is necessary to develop the online learning community program based on active interaction and verifying the effectiveness.

본 연구는 신입 간호대학생들이 해부학 학습에서 겪는 인지적 부담과 제한된 개념 통합 시간을 보완하기 위해 생성형 AI와 멘토–멘티 기반 동료학습을 결합한 학습공동체를 개발·운영하고, 그 학습경험을 탐색하는 데 목적이 있다. 8주간 프로그램에는 1학년 4명과 2학년 멘토 2명이 참여하였으며, 수집된 자료는 귀납적 내용분석 으로 분석되었다. 분석 결과, 동료 지지는 학습 동기를 강화하였고, 생성형 AI는 용어 정리, 문제 생성, 즉각적 피드백을 통해 개념 이해를 촉진하였으며, 지속적 참여는 학습습관과 학업 자신감을 향상시키는 것으로 나타났다. 본 프로그램은 인지적 부담을 줄이고 기초 해부학 학습을 강화하는 데 효과적이었다. 향후 연구에서는 이 AI 지원 학습공동체 모형을 생리학·병리학·약리학 등 다른 기초간호학 교과목으로 확장하여 적용성을 검증하고, 학습 성과 의 장기적 지속 여부를 확인하는 종단 연구가 필요하다.

This study developed an AI-supported mentor–mentee learning community to reduce cognitive burden and improve anatomy learning among first-year nursing students. Four first-year students and two second-year mentors participated in an eight-week program, and data were analyzed using inductive content analysis. Peer support increased motivation, AI enhanced conceptual understanding, and consistent participation improved study habits and confidence. The model effectively strengthened foundational learning. Future research should apply this model to other basic nursing courses and evaluate its long-term effects.

본 연구의 목적은 협동학습 중 청소년이 인지한 긍정적 상호의존성 수준에 따라 공동체의식 형성의 차이가 있는지 알아보는 것이다. 연구대상은 경기도 S시 청소년재단에서 운영한 청소년 시민교육 프로그램에 참가한 중학생이고, 공동체의식은 하위요소인 친밀성과 소속감, 조화와 단결, 자발적 참여 및 의사표현, 일체감 및 상호영향의식, 자율성과 공공의식으로 나누어 살펴보았다. 연구 결과는 다음과 같다. 청소년이 인식한 긍정적 상호의존성 수준에 따라 친밀성과 소속감, 조화와 단결, 자발적 참여 및 의사표현의 차이는 통계적으로 유의하였으나 일체감 및 상호영향의식, 자율성과 공공의식의 차이는 통계적으로 유의하지 않았다. 따라서 협동학습을 통하여 청소년의 공동체 의식을 효과적으로 함양하기 위해서는 학습 구성원 간의 긍정적 상호의존성을 촉진시킬 수 있도록 노력할 필요가 있다.

The purpose of this study is to look into the difference of the sense of community, according to the level of positive interdependence perceived by youth during cooperative learning. The subjects of this study were middle school students who participated in the youth civic education program. The sense of community consisted of subordinate factors such as intimacy-a sense of belonging, harmony-solidarity, voluntary participation- opinion expression, a sense of unity-mutual influences, and autonomy-public awareness. The results of the study are as follows. According to the level of positive interdependence recognized by adolescents, the differences on intimacy-a sense of belonging, harmony-solidarity and voluntary participation- opinion expression were statistically significant. However, there was no statistically significant difference on a sense of unity-mutual influences and autonomy-public awareness. Therefore, it is necessary to construct a lesson in which adolescents can recognize the positive interdependence among the learning members in order to enhance the sense of the community through cooperative learning.

Purpose: The study aimed to evaluate the efficacy of an online program developed to improve community health nursing practice. Methods: After applying the online program, the achievement level of learning outcomes and satisfaction with content were evaluated. Results: A total of 124 students participated in this study. The achievement level of all 15 learning outcomes significantly increased after applying online program. in pre-post test. The mean score for learning outcomes ranged from the lowest of 4.33 to the highest of 4.76 out of 5, indicating a high overall level of achievement. The content that contributed the most towards achieving the learning outcomes was core nursing skills, scoring 4.70 out of 5. Lecture and pre-learning had the highest satisfaction rate at 72.6%, respectively. The area with the highest demand for improvement was practical education, which was 50.0%. Conclusion: In this study, the online program was effective in achieving learning outcomes. It is It is necessar y to consider the expanding and paralleling online practice that can contribute to the achievement of learning outcomes.

Purpose: The objective of this study was to understand the meaning of experience on community-Based Learning of Nursing Students. Method: This is qualitative research using focus groups. Data were collected through in-depth interviews from October, 2011 to December. The focus group interviews were conducted to 10 nursing students on their subjective experiences. Data were analysed with the phenomenological method proposed by Colazzi(1978). Results: From significant statements, 5 theme clusters, 11 themes and 27 sub-themes were integrated into the essential meaning of the Community-Based Learning of Nursing Students. Five theme-clusters were identified from eleven themes and twenty seven sub-themes. The Five theme-clusters were 1)New challenges 2)Lifelike 3)Worthwhile 4)Promotion of community spirit 5)Laboriousness Conclusions: Through a interaction with community and self regulated learning in community-based learning, the nursing students may have the feeling of worthiness, new awareness of community, and visions for the future as nurse. The result of this study would contribute for develop the effective teaching and learning techniques.

본 연구는 연구개발 직군의 실행공동체 영향요인이 공동체 활동 만족도와 조직 내 학습문화 활성화에 미치는 관계를 분석하고, 실행공동체의 성숙도에 따른 성숙 집단과 미성숙 집단의 비교를 통해 기업의 실행공동체 담당자들에게 연구개발 직군의 실행공동체 활성화를 위한 시사점을 제시하고자 했다. 이를 위해 선행연구를 토대로 실행공동체 영향요인을 개인요인, 상호작용요인, 지원요인, 환경요인으로 구성하고, 수집된 총 371개의 설문을 기반으로 분석을 실시했다. 연구결과 연구 개발 직군의 실행공동체 활동에 있어 개인요인, 상호작용요인, 지원요인은 만족도에 유의미한 영향을 미쳤으나 환경요인은 크게 영향을 미치지 않는 것으로 나타났다. 또한 실행공동체 만족도가 높을수록 학습문화 활성화에 긍정적 영향을 미치는 것으로 나타나 연구개발 직군의 실행공동체 활동 강화가 조직문화 개선에 도움을 줄 수 있음을 알 수 있었다. 특히 연구개발 직군의 경우 성숙도에 따른 집단차이가 크게 나타나지 않아 성숙도 보다는 실행공동체 내 상호작용 요인을 강화하는 것이 더욱 중요하다는 사실을 알 수 있다.

This study analyzes the effect of CoP(Community of Practice) influence factors on satisfaction and learning culture activation in R&D groups. Research model and hypothesis is designed the relationship the effect factors for CoP which are consist of personal factor, interacting factor, support factor and environmental factor and satisfaction and the learning culture activation focused on comparing between maturity and immaturity CoP member group. It conducted an analysis based on 371 survey responses significantly. Hence, interacting, supporting and personal factor have a significant positive effect on satisfaction but environmental factor was negative effect to it. CoP Satisfaction has a positive effect on the learning culture activation. However average between two groups has not a statistically significant difference in all of the factors. At the result, interacting between members is the most important factor to the successful CoP development of R&D groups.

본 연구에서는 학습에 어려움을 호소하는 일반 초등학교 아동을 대상으로 컴퓨터를 이용한 인지증진 프로그램을 실시하여 효과를 검증하고자 하였다. 연구 대상자는 주의집중 및 학습에 어려움을 호소하는 초등학교 3, 4학년으로 선정되었으며, 같은 조건의 비교집단을 구성하여 이들에게는 미술을 매개로 하는 정서프로그램을 실시하였다. 무처치 통제집단을 포함한 세 집단에게 사전ㆍ사후검사를 실시하였다. 측정치로는 K-WISC-Ⅲ 소검사 일부(어휘, 토막, 산수, 차례 맞추기, 숫자외우기)와 RCFT(Rey Complex Figure Test), AVLT(Auditory Verbal Learning Test), WISC-Ⅳ 소검사 중 문자-숫자 이어가기 과제가 포함되었다. 실험 결과, 비교집단 및 통제집단과 달리 인지증진 프로그램 집단에서 K-WISC-Ⅲ의 산수, 숫자 소검사와 AVLT의 지연회상에서 통계적으로 유의미한 차이를 나타냈다. 이를 통해 인지증진 프로그램이 아동의 작업기억을 향상시키며, 그 외 전반적인 인지기능 향상에도 유의한 영향을 미칠 소지가 있음이 시사되었다.

This research investigated how the computerized cognitive enhancement program is effective on children's learning, who suffer from difficulties in classrooms. In order to this purpose, the experiment was carried out with children who are appeared to have problems with concentration and learning on the third and fourth graders in elementary school. A comparative group under the same condition carried out an emotional program with art. Before starting the program, the experimental, comperative and control groups were tested on cognitive function. After 10 session, the post test was performed to the three groups. For the measurement, some parts of K-WISC-Ⅲ test (vocabulary, block design, arithmetics, sequencing, and digit span), RCFT(Rey Complex Figure Test), AVLT(Auditory Verbal Learning Test), and letter-number sequencing of WISC-Ⅳ were adopted. According to the research result, the cognitive enhancement program group showed a statistically significant difference in the arithmetics and digit span subtest of K-WISC-Ⅲ and the delay recollection of AVLT. This indicates that the cognitive enhancement program is helpful increasing memory ability including the working memory of children. And it was suggested that the cognitive enhancement program has possibility to improve the general cognitive abilities of children.

Purpose: In this study undergraduate nursing students' experiences of learning in community health nursing clinical placements was explored on order to develop a more effective practice teaching method. Methods: Focus group interviews (FGI) were held with 11 nursing students in junior or senior year. The interviews were audio-taped semi-structured interviews and were analyzed using content analysis. Results: Nursing students felt that the education system for practice was incomplete in considering the nursing that was needed for their on-site practice. Also they were aware of the totality of the community and voluntarily tried to provide for the expansion of knowledge. Conclusion: Findings indicate a need to establish a cooperative plan between nursing schools and practice agencies and collaborative development in the community health nursing practice guidelines.

새로운 정보환경에 직면한 사서는 지식과 기술에 적극적인 대처가 필요하지만, 위탁 공공도서관 사서는 업무 공백의 우려나 제도적 장치의 미흡으로 외부 교육 참여에 부담을 느끼고 있어 지속적인 교육이 이루어지기 어렵다. 이에 본 연구에서는 사서가 함께 성장할 수 있는 환경을 조성하고자 학습공동체 활동 현황을 점검하고 그 효과를 파악하였다. 강남구립도서관 소속 사서 중 학습공동체 활동에 참여한 경험이 있는 사서를 대상으로 2023년 5월 20일부터 22일까지 온라인 설문조사를 실시하였으며, 101부를 배포하여 81부를 회수하고 분석 데이터로 활용하였다. 연구 결과, 사서들은 학습공동체 활동에 만족하고 있으며, 그 필요성에 대한 이해와 공감이 높은 것을 확인하였다. 따라서 학습공동체를 활성화하기 위한 방안으로 구성원의 협업을 촉진하는 문화를 형성하고, 학습공동체 활동에 대한 비전과 가치를 공유하며, 제도적 지원이 필요함을 제언하였다.

Librarians facing the new information environment need to actively cope with knowledge and skills, but librarians in outsourced public libraries are burdened with participation in external education due to concerns about work gaps or inadequate institutional support, making it difficult to continue their education. Therefore, in this study, in order to create an environment in which librarians can grow together, the current status of the activities of the learning community was checked and the effects were identified. An online survey was conducted from May 20 to 22, 2023, targeting librarians who had participated in learning community activities among librarians belonging to the Gangnam-gu Library, and 101 copies were distributed to collect 81 copies and use them as analysis data. As a result of the study, it was confirmed that librarians are satisfied with the activities of the learning community and have a high level of understanding and empathy for their necessity. Therefore, as a way to revitalize the learning community, we propose to form a culture that promotes collaboration among members, share visions and values for learning community activities, and provide institutional support.

The forms and demands of language learning are changing in the pandemic era. Learners no longer rely solely on a formal language curriculum. Instead, they are using various informal language learning (ILL) channels. Although informal language learning has been in the spotlight and is growing, more research on ILL is needed. In this study, ILL taking place through an online community was analyzed. Articles from the Korean learning community (r/Korean in Reddit) were collected, and the topic modeling technique, Latent Dirichlet Allocation, was conducted on the collected data. As a result, seven major topics were selected. The most common topics in all posts were issues faced by beginner learners, followed by vocabulary and sentence meanings, interest in Chinese characters and applications of Korean language skills, culture and daily life, translation, online learning materials, and Korean phonics. Through this, the interests of ILL learners and the characteristics of learners could be identified. Due to the nature of ILL, in which a formal curriculum does not exist, it was found that questions about general strategies for learning and questions that could not be solved in formal language education were most prominent. In addition, the characteristics of ILL learners who actively sought learning content and materials were also found.

본 연구는 대학생 융복합능력 함양을 위한 학습공동체 프로그램의 효과성을 알아보는 것에 그 목적이 있다. 세부적으로 학습공동체 프로그램의 효과성을 위해 자기주도학습능력과 문제해결능력에 미치는 영향을 중점적으로 살 펴보았다. 이를 위해 A대학 199명(실험집단 123명, 통제집단 76명) 학생들이 연구에 참여하였으며, 실험집단에 속한 학생들은 교수학습센터에서 9주간 실시하는 자율적 학습공동체 프로그램에 참여하였다. 학습공동체 프로그램의 효과 성을 알아보기 위해 프로그램 실시 전후로 자기주도학습능력과 문제해결능력 사전-사후검사를 시행하였다. 효과성 검증을 위해 공분산분석(ANCOVA)을 실시하였고 그 결과는 다음과 같다. 첫째, 실험집단과 통제집단간 자기주도학 습능력에서 유의미한 차이가 나타났다. 둘째, 실험집단과 통제집단간 문제해결능력에서도 유의미한 차이가 나타났다. 본 연구결과를 바탕으로 대학에서의 비교과 학습공동체 프로그램 활동 및 학습지원 설계에 대한 교육적 시사점을 제안하였다.

This study investigated the effectiveness of the learning community for the development of convergence on self-directed learning and problem-solving. One hundred ninety-nine university students participated in the study. In specific, one hundred twenty-three among them participated learning community program at the center for teaching and learning for nine weeks while the others were are not as a control group. Pre-post survey with 62 items was conducted regarding self-directed learning(35 items) and problem-solving(27 items). To analyze the data statistically, ANCOVA(Analysis of Covariate) was used. As results, university students in learning community program showed significant difference in all areas of the survey. In other words, university students in learning community program improved self-directed learning and problem solving more than those who were in the control group. Suggestions and ideas of further studies were discussed.

본 연구는 학교의 전문적 학습공동체와 학교의 역량함양 교육활동 간의 영향관계 및 이 두 변수 간의 관계에 있어서 과정중심평가 연수가 갖는 조절효과를 분석하는 데 목적이 있다. 이 를 위해 한국교육종단연구 2013의 5차년도(2017년) 학교 조사 결과 가운데 결측치를 제외한 1,045개 학교의 응답 자료를 토대로 기술통계, 상관관계분석, 단순 선형 회귀분석, 위계적 회귀 분석을 실시하고, SPSS PROCESS macro 3.5를 이용하여 조절효과를 검증하였다. 연구 결과, 학교 구성원 모두가 학생의 학습에 초점을 맞춘 전문적 학습공동체의 일원으로 적극 협력할 경우 역량함양 교육활동은 더욱 활발해지는 영향관계가 있고, 교내에서 실시되는 과정중심평가 연수는 학교의 전문적 학습공동체가 역량함양 교육활동에 미치는 영향을 조절하는 효과가 있 음을 확인하였다. 이러한 연구 결과를 바탕으로 2015 개정교육과정이 지향하는 역량함양 교육 의 활성화를 이해하고 실천하는 데 필요한 학문적, 정책적 시사점을 도출하여 제시하였다. 특 히, 교사 중심 협의의 전문적 학습공동체 개념이 교장, 교감, 교사, 교직원 모두를 포괄하는 넓 은 의미의 전문적 학습공동체로 확장될 필요가 있으며, 교육 실천의 관점에서 학교 구성원의 인식 전환을 위한 학교경영 리더십과 전략, 연수기회 제공 등의 필요성을 강조하였다.

This study seeks to analyze the relationship of influence of a professional learning community of school and a competency development activity in school, and the moderating effect of process-focused assessment teacher training between the two variables. Out of 「KELS 2013」, the 5th(2017) data set, the responses of 1,045 school data were analyzed excluding outliers. Descriptive statistics, correlation, simple regresssion, and hierarchical regression analysis were used to answer these questions, and SPSS Process Macro 3.5 was used to verify the moderating effect. According to the results, when all of the school members eagerly cooperated as a member of professional learning community of school focusing on students’ learning, competency development activities had more impact actively. It was confirmed that the moderating effect of process-focused assessment teacher training conducted in school adjusted the influence of professional learning community of school upon competency development activity. Based on the result, we suggested that the academic and policy implication were presented to understand and to practice vitalization of competency development in the pursuit of the 2015 revised curriculum. In particular, the concept of a professional learning community oriented to teachers needed to be extended to a professional learning community including principals, vice principals, teachers, and the teaching staff in a broad sense, and we emphasized the necessity of school management leadership, strategy, and teacher training to change the perception of school members in the perspective of practice in education.

이 연구는 혁신학교 교장의 중요성을 확인하는 연구이다. 구체적으로 이 연구는 혁신학교 와 교사학습공동체의 관계를 실증하고, 혁신학교의 교사학습공동체가 교장 지도성에 따라 달 라지는지 확인하는 데 목적이 있다. 분석 자료는 부산광역시교육청 교육정책연구소에서 조사 한 「부산교육종단연구(BELS)」5차년도 자료를 활용하였다. 분석 결과, 혁신학교와 교장 지 도성은 교사학습공동체에 유의미한 영향을 미치는 것으로 확인되었고, 두 변인의 상호작용 효과 또한 확인되었다. 이 결과는 교사학습공동체에 영향을 미치는 다른 교사 및 학교 수준 요인들이 동일하다고 가정했을 때도 변함이 없었다. 따라서, 혁신학교이면서 교장 지도성이 높으면, 학교의 교사학습공동체가 더욱 충실히 운영된다는 것을 이 연구를 통해 확인할 수 있다. 학교 내 교사학습공동체 운영이 혁신학교 교장의 지도성에 따라 달라진다는 것을 실증 적으로 보여주는 이 연구의 결과는 혁신학교의 성과를 보여줌과 동시에 교장 지도성의 중요 성을 증빙하는 결과라 할 수 있다.

This research confirms the importance of the principal of the Innovation School. Specifically, the purpose of this study is to demonstrate the relationship between innovation schools and the Professional Learning Community(PLC), and to confirm whether the Professional Learning Communities of innovation schools vary according to the leadership of the principal. For analysis, the 5th year data of 「Busan Education Longitudinal Study (BELS)」 of the Education Policy Research Institute of the Busan Metropolitan Office of Education was used. As a result of the analysis, it was confirmed that Innovation School and the principal's leadership had a significant effect on the teacher learning community, and the interaction effect of the two variables was also confirmed. This result did not change even assuming that other teacher- and school-level factors influencing the teacher-learning community were the same. Therefore, it can be confirmed through this study that the school's teacher-learning community is operated more faithfully if it is an innovation school and the principal's leadership is high. The results of this study, empirically showing that the operation of a teacher-learning community in a school depends on the leadership of the innovative school principal, can be said to show the performance of the innovation school and at the same time prove the importance of the principal's leadership.

본 연구는 배움공동체 실험하기의 과정 중 6명의 예비유아교사들에게서 공동체 실험 중 발 생하는 다양한 사건과 참여자들과의 관계맺음을 통해 어떻게 존재론적 되어가기가 일어나는 지 살펴보고자 하였다. 배움공동체와 다양한 존재와의 얽힘 속에 끊임없이 생성되는 존재-되 기의 과정에 있었던 개별 존재들의 경험을 입체적으로 기술하기 위해 포스트모더니즘의 다성 성의 개념을 연구방법의 철학적 관점으로 설정하고 자료수집 및 해석, 연구결과의 구성과 기 술에서 다성성의 개념이 녹아들도록 하였다. 연구결과, 배움공동체 실험하기에서 예비유아교 사들의 존재-되기는 삶에서 마주한 배움공동체라는 사건으로 인해 긍정의 에너지를 갖는 것 으로부터 시작되어 존재들 간의 관계맺기 속에서 자기이해와 사유하기를 통해 일어났다. 이 러한 예비유아교사들의 존재-되기는 예측할 수 없는 마주침 속에서 얽히고 연결되며 생성되 는 것이었다. 이처럼 배움공동체 실험하기에 참여한 예비유아교사들의 경험의 의미를 존재론 적 관점에서 깊게 들여다봄으로써 예비유아교사교육에서 배움과 존재 그 자체가 중시되는 과 정으로 전환할 수 있는 새로운 가능성을 열어주는 하나의 운동의 역할을 할 수 있기를 기대 한다.

The purpose of this study is to examine how ontological becoming occurs through various events occurring during community experimentation and relationships with participants in 6 preservice early childhood teachers during the learning community experimentation process. In order to three-dimensionally describe the experience of individual existence who were in the process of becoming a constant existence in the entanglement with the learning community and various existence, the multivocality concept of postmodernism was set as a philosophical point of view of research methods and were used as a method for data collection and interpretation, as well as for composition and description of research results. As a result of the study, the existence-becoming of members started from having positive energy due to the event of a learning community encountered in life and occurred through self-understanding and thinking of members in the relationship between existences. The existence-becoming of members was entangled, connected, and created in an unpredictable encounter. In this way, it is hoped that looking deeply into the meaning of the experiences of members who participated in the learning community experiment from an ontological point of view is the role of a movement that opens up new possibilities for transitioning from preservice early childhood teachers education to being important on learning and existence itself.

2015 개정 교육과정이 시행되면서 학습자중심교육의 중요성은 더욱 강조되고 있다. 본 연구 는 초등교사의 인식론적 신념과 전문적 학습공동체 참여에 따른 학습자중심교육 실행차이를 분석하였다. 초등교사 261명을 대상으로 온라인 설문조사를 통하여 수집한 자료를 분석한 결 과는 다음과 같다. 첫째, 정교한 신념을 가진 교사가 소박한 신념을 가진 교사보다 수업목표, 교수전략, 평가, 환경 및 분위기, 전체 영역에서 학습자중심교육 실행도가 유의미하게 높았다. 둘째, 전문적 학습공동체에 적극적으로 참여하는 교사의 학습자중심 교육실행도가 미참여 교 사보다 교수전략, 평가, 환경 및 분위기, 전체 영역에서 유의미하게 높았다. 셋째, 전문적 학습 공동체에 적극적으로 참여하는 교사 중에서 정교한 신념을 가진 교사의 학습자중심교육 실행 도는 소박한 신념을 가진 교사보다 유의미하게 높았고, 전문적 학습공동체에 미참여하는 교사 중에서 인식론적 신념에 따른 학습자중심교육 실행도는 유의미한 차이가 없었다. 즉, 교사들이 전문적 학습공동체에 적극적으로 참여하면서 정교한 신념을 가질 때 학습자중심교육의 실행 도가 높았지만, 교사가 정교한 신념을 가지고 있다 하더라도 전문적 학습공동체에 참여하지 않는 경우에는 학습자중심교육 실행도에는 차이가 없었다. 넷째, 학습자중심교육 실행과 관련 변인들과의 상관 관계를 분석한 결과, 전문적 학습공동체화에 적극적으로 참여하는 교사의 경 우, 권위/전문가에 의한 지식 차원은 교수전략, 환경 및 분위기, 전체 영역과 부적 상관관계가 있었다. 학습노력/과정 차원은 교수전략, 평가, 환경 및 분위기, 전체 영역과 정적 상관관계가 있었다. 학습자중심교육의 전체 영역은 권위/전문가에 의한 지식 차원과는 부적 상관관계가, 학습노력/과정 차원과는 정적 상관관계가 있었다. 이상의 결과를 통해 교사교육 프로그램과 전문적 학습공동체 지원 방향에 대해 시사점을 제공하였다.

The purpose of this study is to analyze the differences in the practice of learner-centered education based on the epistemological belief and the participation of professional learning community of elementary school teacher. In order to achieve the purpose of this study, an online survey of 261 elementary school teachers was conducted, and the results of the study were as follows. First, teachers with sophisticated beliefs significantly higher practice of learner-centered education in the areas of class goals, teaching strategy, evaluation, environment and atmosphere, and overall areas than those with naive belief. Second, the degree of practice of learner-centered education by teachers who actively participate in professional learning community was significantly higher in the areas of teaching strategy, evaluation, environment and atmosphere, and overall areas than those who do not participate. Third, among teachers actively participating in professional learning community, the practice of learner-centered education by teachers with sophisticated belief was significantly higher than those with naive belief. Among teachers who did not participate in the professional learning community, there was no significant difference in the practice of learner-centered education based on epistemological belief. Fourth, the practice of learner-centered education was negative correlataion with the demenstion of authority/expert knowledge, and positive correlation with the demension of learning effort/process.

본 연구는 학습공동체 프로그램 참여가 대학생의 의사소통능력 및 협동학습역량에 미치는 영향을 알아보고자 하였다. 이를 위해 2018년 2학기에 A대학교 재학생 296명을 대상으로 사전·사후 설문조사를 실시하였고 SPSS를 사용 하여 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 학습공동체 프로그램 참여가 대학생의 협동학습역량에 유의한 차이가 나타났다. 둘째, 하위요인별 분석에서는 협동학습역량의 학습참여, 학습만족도 요인에서 프로그램 전후 유의한 차이가 나타났다. 셋째, 학년별 차이를 살펴본 바, 2학년과 3학년에서 프로그램 전후 협동학습역량이 유의한 차이를 나타냈다. 넷째, 본 연구 결과를 바탕으로 학습공동체 프로그램 활동 및 후속 연구에 대한 시사점을 제안하였다. 본 연구 는 대학에서 진행되는 학습공동체 활동이 대학생의 의사소통능력 및 협동학습역량에 미치는 영향을 분석하였고 학습공 동체 활동의 체계적인 운영과 지원을 위한 실천적인 방안을 제시하였다.

The purpose of this study was to investigate the effects of participation in the learning community program on the communication skills and cooperative learning capabilities of college students. To this end, in the second semester of 2018, pre and post surveys were conducted on 296 students at A University and analyzed using SPSS. The main research results are as follows. First, there was a significant difference in the participation of the learning community program in the cooperative learning capacity of college students. Second, in the analysis by sub-factors, there were significant differences before and after the program in the factors of cooperative learning competency learning participation and learning satisfaction. Third, the differences between grades showed significant differences between the 2nd and 3rd grades before and after the program. Fourth, based on the results of this study, suggestions were made for learning community program activities and follow-up studies. The results of this study analyzed the effects of learning community activities conducted at universities on the communication skills and cooperative learning capabilities of college students, and presented practical measures for the systematic operation and support of learning community activities.