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This paper proposes a deep learning-based integrated framework for multiple cooperative households to achieve optimal energy distribution. The corresponding energy generation and consumption problems are formulated by a long short-term memory algorithm is combined with an optimization algorithm to produce an optimal solution. In this study, a PV-community energy storage system (CESS) integrated is considered where the scheduling decision of the CESS and utility grid can be subsequently achieved through formulated constraints. The test results demonstrate the efficacy and robustness of the proposed system that achieves superior performance on effective renewable energy usages of maximum 31.74% in a home environment.

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.

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.

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.

실업계 고등학교의 커뮤니티기반 프로젝트 학습을 통한 동영상 파일제작능력 신장 Improvements of Video File Producing Ability Through Community-based Project Learning for the Vocational High School 김 영 순 Kim, Yeong-Soon 국 문 요 약 본 연구는 전문계 여자고등학생들을 대상으로 동영상 강의와 PPT 자료 제공 등 면대면 교실 수업 및 인터넷 기반 사이버 학습 환경에서 동료 학습자들과의 협력적 공동체 활동에 기반 한 프로젝트 수행 과정을 통하여 공동체적 지식과 체계․목표를 생성․공유하고, 특정 문제를 해결하거나 학습 결과물을 제작․완성해 가며 학습하게 되는 커뮤니티 기반 프로젝트 학습을 통해 학습자의 동영상 파일 제작 능력과 메타인지의 신장을 높이고자 본 연구를 실천하였다. 본 연구에서 얻어진 결과를 요약하면 다음과 같다. 첫째, 커뮤니티 활동을 통해 교사와 학생, 학생과 학생의 다양한 상호작용 및 쌍방향 의사소통을 통해 학습에 대한 의욕과 흥미가 한층 제고되었다. 둘째, 모둠별 협력적 공동체 활동으로 급우 간 우애가 돈독해졌고, 프로젝트 절차에 따른 일련의 수행과제 해결을 통해 통합적인 사고 함양과 계획력․발표력․분석력 등의 메타인지 능력이 신장되었다. 셋째, 프리미어 프로그램 활용 능력이 향상되었고, 다양한 커뮤니티 활동을 통해 정의적ㆍ인지적 능력 향상으로 동영상 파일 제작 능력이 더욱 신장되었다.

Improvements of Video File Producing Ability Through Community-based Project Learning for the Vocational High School Kim, Young Soon Abstract The purpose of this study is to improve video file producing ability of vocational high school students and their meta-recognition through community-based project learning by building a system, setting a goal, sharing each other's knowledge and solving a particular problem or producing and completing results of study through the project performing process that is based on cooperative communal work with classmates in face-to-face classroom instruction and internet-based cyber learning environment which is presenting instruction through video file, powerpoint data, etc., targeting girls' vocational high school students, The conclusions of this study are as follows; First, a desire and an interest for learning has been increased through mutual communication and interaction between teachers and students, and students themselves in the course of communal activities. Second, familiarity between classmates has been increased through communal cooperative group work and better judgement has been cultivated by solving a series of performance tasks in accordance with the process of the project. Also, meta-recognition such as the ability of planning, presenting, and analyzing. Third, the ability of operating the Premier program has been improved and that of producing video files has been upgraded by improving affective and recognitive ability through different communal works.

초등 과학과 학습은 관찰이나 실험 등의 탐구 활동을 소집단 중심으로 수행하는 경우가 많다. 학습자는 다양한 의견을 교류하면서 협력적 상호작용을 통하여 실험 및 관찰 결과로부터 결론을 도출할 수 있어야 한다. 오프라인과 온라인의 장점을 활용하는 새로운 교육방법인 블랜디드 러닝(Blended-Learning)을 활용하여 오프라인 상의 실험, 관찰 활동을 보완하고 온라인 커뮤니케이션 기능을 실험의 전 과정에 밀착 적용하여 학습자들의 다양한 상호작용을 강화함으로써 학습자들이 탐구학습에 보다 적극적으로 참여하도록 한다. 이러한 관점에서 제안된 웹 기반 탐구학습 시스템은 온라인 커뮤니케이션 기능을 사용하여 오프라인 탐구학습 과정에서 발생한 다양한 의견을 모으고 생각을 정리하여 아동들이 반성적 사고의 기회를 갖게 함으로써 탐구학습을 효율적으로 수행하도록 도와주는 것이다. 웹 기반 탐구학습 시스템을 초등학교에 실험한 결과 과학과 탐구학습에 대한 관심과 흥미도가 높아졌고, 학업 성취도가 향상되었으며 탐구학습 방법의 습득으로 탐구 능력이 향상되었다.

Science education in elementary school is mostly based on solving investigative tasks conducted by small groups on the basis of the inquiry activities such as experiments, observations, etc. Students should be able to draw conclusions from experiments and observations through their collaborative interactions by exchanging ideas. If learners use the advantages of Blended-Learning as a new pedagogical method comprehending merits of both off-line and on-line learning to complement off-line activities throughout the entire process, the interactions among them may be reinforced, and they would take part in the inquiry learning more actively. Accordingly, the proposed system can help children foster science inquiry learning effectively by using on-line communication facilities to arrange learners' diverse opinions and thoughts coming from off-line inquiry activity process. The result shows that the system enhanced learners' interest about science inquiry learning and improved their learning achievements by exchanging diverse opinions via the Web communication facilities.

This study is to explore the design and management issues relating to On-line Community-based English Learning environments. The term 'On-line Community-based English Learning' proposed to point out one of the supplemental learning environments that support Web-based language learning. This study investigates three research questions. 1) What are the common features and characteristics of On-line Community-based English learning environments? 2) What are the design issues in and guidelines for developing On-line Community-based English Learning environments? 3) What is an effective and practical development model for On-line Community-based English learning environments? Six design issues of On-line Community-based English learning environments including formulating community identity and constructing technological infrastructure of community were identified from relevant research. A conceptual model to inform the construction and development of On-line Community-based English Learning environments is also suggested. Finally, the design elements and management processes for On-line Community-based English Learning environments for elementary students are suggested.

이 연구는 학교장의 분산적 리더십이 전문가학습공동체에 미치는 영향을 홀리스틱적 관점에서 규명하는 데 있다. 이를 위해 A지역 중등학교 교사 330명을 대상으로 t-검증, 분산분석, 상관관계 및 회귀분석을 SPSS 19.0 프로그램을 사용하여 처리하였다. 분석 결과에 의한 결론은 다음과 같다. 첫째, 학교장의 분산적 리더십과 전문가학습공동체에 대한 인식 수준은 각각 높게 나타났다. (M=4.38, M=4.29) 둘째, 학교장의 분산적 리더십과 전문가학습공동체의 두 변인 간에는 통계적으로 유의한 높은 상관관계를 보였다(r=.780, p<.01). 학교장의 분산적 리더십의 하위변인 중 지도자 확대가 교사협력문화에 가장 높은 상관을 보였다. 셋째, 학교장의 분산적 리더십은 전문가학습공동체에 의미 있는 영향을 미치는 것으로 나타났다(64.5%). 분산적 리더십의 하위변인 중 상황을 제외한 지도자 확대, 조직 문화, 조직 학습은 전문가학습공동체에 긍정적인 영향을 보였으며, 그중 지도자 확대가 전문가학습공동체에 가장 영향을 주었다. 따라서 학교장은 분산적 리더십을 개발 및 촉진하여 자발적인 교사들의 참여와 협력을 유도하여 학생의 학습력을 높일 수 있는 리더십 전략을 홀리스틱 교육의 관점에서 새롭게 조명할 필요가 있다

The purpose of the study is to explore the effects of principal's distributed leadership on learning community perceived by teachers. The specific purposes of the study is to analyze if there is a difference in distributed leadership, learning community according to teacher's background variable. The study also analyzed correlation with the two variables and influences of distributed leadership upon sub-variables of learning community. As the results of analysis, there were statistically significant differences in recognition in school size for the principal's distributed leadership, on the other hand, significant differences in education career of teacher for the learning community. And there was significant correlation between the two variables and distributed leadership gave significant positive influences on learning community. And school change and innovation s increased when distributed leadership and learning community were input at the same time. In the end, it was known that in order to increase learning community, to use ability to recognize oneself among variables of distributed leadership, and variables of devoted behavior, friendly behavior, and indifferent behavior among variables of learning community can improve quality of educational organization.

This study explores the process of using mobile discussion as an interactive channel in the context of English education to overcome teaching and learning difficulties and to adapt to a new learning community. This study was conducted as a classroom study, and data was collected through various methods such as open survey, personal interview, and mobile discussion. Data analysis was conducted using a continuous comparison method that combined qualitative and quantitative analysis. The results of the study are as follows. First, pursuing double majors in the department of English education was found to increase the inability to adapt to the new educational environment in areas such as learning activities, cultural shock and social activities. Second, SNS-based community discussion (Kakao Talk) provided opportunities for interaction among members to facilitate the learning socialization process for dual majors. Specifically, the "complete sequence of interaction" led to meaning negotiations nearly tripling over the course of a semester for group members. Third, dual majors actively induced support behaviors in existing members from a beginner's point of view, and under the most common discussion pattern, 'novice Question-Proficient Response', assistance activities were actively carried out for multidisciplinary majors. This study suggests that in order for dual majors to successfully settle in a new learning community, further research is needed in instructional models that incorporate mobile channels into classroom teaching in various ways.

본 연구는 G시 S대학교 치위생학과 학생을 대상으로 ’지역사회치위생학 현장실습‘ 교과목의 수업방법으로 프로젝트 기반학습의 적용가능성을 알아보기위해 시행되었다. 연구대상은 2018년 4학년 30명이었다. 자료수집기간은 3월12일부터 6 월27일까지이며, SPSS 20.0 program을 이용하여 평균과 표준편차를 비교하였다. 분석결과 조장의 팀 수행능력이 높은팀이 점수 결과도 높게 나타났으며(3.91±0.82), 학생들은 실습은 꼭 필요하다(4.10±0.88)하였고, 전공담당교수의 피드백(3.73±0.86) 이 가장 만족도가 높았다. ‘지역사회치위생학 현장실습’ 교과목에서의 프로젝트기반 학습 수업적용에 의의가 있으며 수업에 적합하다고 판단되었다.

The purpose of this study was to investigate the applicability of project - based learning as a teaching method for 'Dental Hygiene Practice' in the community dental hygiene department at G city S university. The subjects were 30 students in the fourth grade in 2018. Data collection period was from March 12 to June 27, and mean and standard deviation were compared using SPSS 20.0 program. The results of the analysis showed that the score of the team with high team performance was high (3.91 ± 0.82), the students were required to practice (4.10 ± 0.88), and the feedback from the professor (3.73 ± 0.86) Satisfaction was high. It was determined that the application of project – based learning classes in the 'Community Dental Hygienic Field Practice' course was appropriate for the class.

This is a case study employing action research on building a school community by reforming the teacher meetings for classroom instruction. The purpose of this study was to investigate the possibilities and limitations of building the school community by reforming teacher meetings for classroom instruction. The improvement of teacher meetings was focused on opening classrooms to colleague teachers and holding a meeting of teachers after the open classrooms observed. It was believed to be conducive to building school community through enhancing professional development and collegiality of teachers. Principles and practical Methods for teacher meetings for classroom instruction were recommened to the reachers in the B pilot school. The results of this study are summarized as follows. First, the possibilities of building school community by reforming the teacher meetings can be found in the possibility of the teacher meetings become as the core of school culture, the development of collegiality of teachers through the methods and contents of the teacher meetings, and the teachers' efforts to build a learning community based on the experiences in the teacher meetings. Second, the limitations of building school community by reforming the teacher meetings might come from some problems. These problems involve in the external attraction such as the merit points and the lack of administrational support, perspectives and traditional practice to the teacher meetings, conservative teacher culture of teachers, political pressure from educational administration office, teacher circulating mobility policy, and a shortage of principal's inadequate leadership.

본 연구의 목적은 지역사회치위생학 교과목의 현장실습과 연계한 프로젝트기반 수업을 적용하여 의사소통능력과 문제해결능력의 차이를 검증하고자 하였다. 이를 위해 수강생 30명을 대상으로 프로젝트학습을 경험하기 전과 후에 대한 동일한 검사지를 이용하여 학생의 의사소통능력과 문제해결능력에 대해 측정하였다. 그리고 사전검사와 사후검사결과의 유 의성을 확인하기 위해 SPSS를 이용하여 대응표본 T-검정법으로 분석하였다. 분석결과 프로젝트 학습법이 지역사회치위생 학 수업에서 의사소통능력과 문제해결능력의 향상에 효과가 있음을 확인하였다. 본 연구결과를 근거로 의사소통능력과 문 제해결능력을 향상시키기위해 지역사회치위생학 교과목뿐만 아니라 다른 전공교과목에도 자기주도적이며 능동적인 학습법 을 활성화하여 융합역량을 개발할 필요가 있겠다.

The purpose of this study was to examine the difference between communicative competence and problem solving ability by applying project - based instruction in the community dental hygienic subject. For this purpose, we measured 30 students' communication ability and problem solving ability using the same questionnaire before and after experiencing project learning. The data were Collected from 30 undergraduate students and analyzed by paired t-test with SPSS. The result demonstrated that project-based learning method has an significant effect on improvement of communication skill and problem solving ability of undergraduate students. Based on the results of this study, in order to improve the practical ability, it is necessary to activate the self-directed active learning method such as Project-based learning for community dental hygiene major study.

지식정보사회의 변화와 정보통신기술의 발달과 대중화에 따른 교육의 개혁에 대한 요구가 증대되고 있으며, 그 요구에 부응하고자 최근 가상교육에 대한 관심이 고조되고 있다. 가상교육은 ‘정보 전달 모델’을 지양하고, ‘지식 구성 모델’을 채택해야 한다. 이에 가상교육 환경에서 학습자가 다양한 상호작용을 통하여 지식을 재구성하거나 생성할 수 있는 기회를 제공하고 지원할 수 있는 방안으로서 ‘프로젝트기반학습’ 방법의 도입과 더불어서 ‘가상학습커뮤니티’의 구성과 운영이 필요하다. 본 연구는 교사교육에 초점을 두고, 프로젝트기반학습 방법의 활용 방안과 가상학습커뮤니티의 구성 및 운영 방안을 체계화하고, 실제 운영이 가능한 프로젝트 기반 가상학습커뮤니티 운영 시스템을 구축하였다. 시스템은 5가지 큰 메뉴와 세부 메뉴로 이루어지는데, Home(커뮤니티운영취지, 알림방, 프로젝트목록, 요구함), 프로젝트학습센터(학습활동 준비실, 모둠학습실, 발표회장), 만남의 광장(모둠별 멘터링 신청, 생각 나눔터, 전문가와의 만남, 설문조사 참여, 포럼참여, 작품전시회), 자료창고(프로젝트학습사례, 프로젝트학습자료, 교사교육자료, 기타자료), 관리기능(프로젝트 관리, 프로젝트 사례, 아이디어뱅크, 파트너찾기, 교수자대화방, 자료나누기, 경험나누기, 설문조사관리, 포럼관리) 등으로 구성된다.

Along the information technology progresses, the demand for the educational application increases which derives the need for cyber education. Cyber education should take the knowledge construction model rather than the knowledge delivery model. For the educational paradigm shift by cyber education, 'Project-Based Learning' and 'Cyber Learning Community' need to be adopted. In this study, project-based cyber learning community for teacher education is developed with 5 major categories: Home(community vision, general information, project list, Q&A), project learning center(preparation for the instructional activities, group-based learning activities, presentations), meeting plaza(request for group mentoring, sharing ideas, meeting specialist, survey participating, forum participating, result presentation), references(cases of project studies, materials for project studies, materials for teacher education, general materials), management(project management, project cases, idea bank, finding partners, dialog with instructors, sharing references, sharing experiences, survey, forum).

본 연구는 교사를 대상으로 동료코칭 기반의 교사학습공동체를 조직하여, 수업코치와 수업자의 역할을 순환적으로 경험한 교사의 수업재구성 측면의 인식을 살펴보고, 동료코칭의 적용방안과 발전방향을 모색하고자 하였다. 이를 위하여 한 학기에 걸쳐 주1회의 교사학습공동체 활동을 한 뒤 연구 참여자가 작성한 활동보고서, 동료코칭 일지, 포커스그룹 및 개별 면담자료, 관찰일지 등을 통해 생성된 연구자료를 심층 분석하였다. 분석결과에 따르면, 수업성찰 측면에서 교사들은 교과내용의 이해도 및 수업능력 향상, 교수태도의 적극성 증진, 수업연구 및 수업준비에 대한 부담감, 수업대화로 인한 수업고민의 해결을 경험하였다. 그리고 수업협력 측면에서 교사들은 교육네트워크의 구축 및 확장, 동지애와 공동체의식의 함양, 동료교사 간의 갈등을 경험하였다. 연구결과를 종합해볼 때 동료코칭 기반 교사학습공동체의 성찰협력과정은 수업전문성 보다 업무실용능력이 부각되어 있는 교육현장에서 교실의 고립화를 최소화하고 가르침과 배움의 상호작용이 중심이 되는 수업코칭 방법으로 활용될 수 있으리라 여겨졌다. 본 연구에서는 연구결과를 토대로 동료코칭 기반 교사학습공동체의 고충 및 미비점을 보완하고 성찰협력과정을 통한 수업재구성을 보다 효과적으로 지원하기 위해 개선방안을 논의하였다.

This paper is based on teachers organized colleagues coaching-based teacher learning communities. It examined the recognition in lesson reconstitution aspect of the teachers who are experienced in the roles of instruction coaching and instructing circularly, and found organization probability of the educational field. So, this paper did an in-depth analysis of the research materials created through activity reporting, colleague coaching records prepared by participants after teacher learning community activities were performed once a week for one semester, interview materials prepared by focus groups and individuals, and also, observation recording. On the basis of the analysis result, in the aspect of instruction introspection, the teachers experienced an improvement of subject content understanding and instruction ability, the enhancement of instruction attitude initiative, load over instruction research and preparation, and learned about instruction difficulties based on conversation. In the aspect of instruction collaboration, the teachers experienced in construction and expansion of their educational networks, cultivation of colleagueship and community recognition, and conflict resolution among colleagues. As a result, this paper found that the course of introspection and collaboration performed by colleague coaching-based teacher learning community could minimize the isolation of teacher classrooms at the educational field for which work operational ability was more developed than instruction professionalism and that the course could be used as a way of instruction coaching in a way which the interaction between instruction and learning was regarded as important. Finally, This paper, on the basis of these research result discussed the ways of improvement that supplement difficulties and the weaknesses of colleague coaching-based teacher learning communities and lesson support reconstitution through the course of both introspection and collaboration.

이 연구는 배움의 공동체 철학에 기초한 수업에서 교사들의 ‘되돌리기’, ‘연결 짓기’ 양상에 대한 유형과 특징을 분석한 연구이다. 이를 위해 배움의 공동체 수업 중 초등학교 4개, 중학 교 1개 수업의 영상을 보고 전사하여 분석하였다. ‘되돌리기’는 원인과 결과로 나누어 분석하 였다. 되돌리는 원인은 ‘활동> 단어> 개인성향> 듣기> 텍스트’ 순으로 나타났다. 되돌리는 대상으로는 ‘전체> 전에 했던 이야기> 텍스트> 모둠’ 순이었다. 그 결과 되돌리기 원인과 대상은 서로 관계가 있음을 알 수 있었다. ‘연결 짓기’는 ‘아이-아이> 이전 배움-현재 배 움> 교실 배움-실생활> 현재 배움-이후 배움> 교재-아이’ 순으로 나타났다. ‘아이와 아이 연결하기’가 가장 높은 빈도를 보인다는 것은 수업 중 교사가 또래의 의견을 디딤돌 삼아 더 배움이 깊어지는 계기를 마련하는 것임을 알 수 있다. 분석 후 시사점으로 총 4가지가 있다. 첫째, 진정한 배움이 깊게 일어나도록 하기 위해서는 수업에서 배움과 관련 없는 되돌리기를 하는 원인을 교사가 수업디자인을 하는 과정에서 제거하는 노력이 필요하다. 또 수업 중 수 업디자인을 바꿀 수 있는 교사의 유연한 자세도 필요하며, 교사는 세심한 듣기와 관찰을 통 해 연결 짓기를 해야 한다는 것이다. 마지막으로 교사는 배움 대상을 적절히 연결해주고, 배 움이 연결되지 않아 주춤거린다면 가능한 지점을 찾아서 되돌려주어야 한다.

This study is an analysis of types and characteristics of teachers' 'reminding' and 'connecting' in teaching based on learning community philosophy. For this purpose, four elementary schools and one middle school classes videos were analyzed. 'Reminding' was divided into cause and effect. The reasons for returning were 'Activity> Word> Personal tendency> Listening> Text'. The objects to returning were 'All> Previous Story> Text> Group'. As a result, it was found that the cause and effect of reminding were related to each other. 'Connecting' was in order of 'child - child> previous learning - current learning> classroom learning - real life> current learning - after learning> teaching materials - child'. The most frequent connection between 'child and child' shows that the teacher is a stepping stone for the peer. After analysis, there are four implications. First, in order to make real learning happen deeply, it is necessary to try to eliminate the cause of the irrelevant reminding of the learning in the lesson design process. It is also necessary to have a flexible attitude of the teacher who can change the lesson design during the teaching, and the teacher should make the connection through careful listening and observation. Finally, the teacher has to connect the learning objects appropriately, and if the learning is not connected, it is necessary to find and return the possible points.

이 연구의 목적은 교사학습공동체 직무연수 학점화 정책 시행 이후 단위학교 교사학습공동 체의 운영 과제를 관련 선행연구를 대상으로 질적 메타분석을 활용해 탐색하는 데 있다. 이 러한 연구의 목적을 달성하기 위해 단위학교 교사학습공동체 사례를 다루고 있는 8편의 연구 물을 선정해 질적 메타분석을 실시하였다. 이 연구를 통해 발견한 단위학교 교사학습공동체 의 운영 과제는 다음과 같다. 첫째, 공동체 구성원 차원에서 볼 때 ‘참여 동기의 부족’, ‘리더 교사의 부재’, ‘구성원 간 갈등’이 도출되었다. 둘째, 공동체 운영 차원에서 살펴보면 ‘운영 내 용의 전문성 결여’와 ‘운영 형식상의 문제’가 두드러졌다. 셋째, 학교조직⋅교육청 차원에서 ‘보수적, 개인주의적인 학교문화’와 ‘행정적 지원의 부족’ 등이 존재하는 것으로 밝혀졌다. 이 와 같은 분석결과를 토대로 향후 단위학교 교사학습공동체의 개선 방향에 대해 ‘공동체 구성 원 차원’, ‘공동체 운영 차원’, ‘학교조직⋅교육청 차원’ 등에서 논의하였다.

The objective of this study is to investigate the operational challenges faced by school-based Teacher Learning Communities(TLC) after the implementation of the policy to creditize teachers' professional development, by qualitative meta-analysis approach. We conducted a qualitative meta-analysis by analyzing eight research that focus on cases of school-based Teacher Learning Communities(TLC) within unit schools. As a result, three challenges were found in the category of ‘community members’: (1) teacher’s reluctance or a passive attitude toward participation (2) the absence of leader teachers (3) conflicts among community members. Furthermore, in the dimension of ’community operation‘, the challenges are as follows: (1) a lack of ’depth’ of learning content (2) an operational problem. At the ‘school and office of education level’, the followings were identified: (1) conservative school culture (2) a lack of administrative support. To address these challenges, discussions were held regarding the future directions for improving school-based Teacher Learning Communities(TLC) within unit schools, considering aspects such as the perspective of community members, community operation, and the role of school organizations and educational authorities.

본 연구의 목적은 경기도교육청에서 실시한 교과연수년 직무연수에 참가하거나 운영한 교사와 교사학습공동체의 변화에 대해 살펴봄으로써 교사 전문성 개발 방법으로서 연수의 미래지향적인 방향을 모색하는 것이다. 교과연수년 직무연수는 교과교육연구회나 교사모임 같은 교사학습공동체 역량을 기반으로 하여 교사가 주도적으로 연수를 기획하고 운영하는 연수로서 교사학습공동체 구축을 목적으로 삼고 있다. 본 연구에서는 질적연구방법을 활용하여 교과연수년 연수를 통하여 이수자, 운영진, 교사학습공동체가 어떻게 변화되었는지 살펴보았다. 연구결과는 다음과 같다. 첫째, 이수자들은 수업과 학생이해능력이 향상되고 자아효능감이 향상되었으며 교사 간의 유대감이 형성되는 것으로 나타났다. 또한 교사로서 반성과 성찰이 일어나며, 연수 종료 후에도 교사학습공동체 활동을 지속하면서 교사로서의 경험과 지혜를 공유하였다. 둘째, 운영진들은 교사를 더 잘 이해하게 되었으며 관점전환과 성찰이 일어나고 개혁의 주체로서 교사를 인식하게 되었다. 셋째, 교사학습공동체는 교과연수년 직무연수를 통하여 신규회원이 증가하고 구성원들이 강사활동 등을 통한 전문성이 신장되면서 양적으로나 질적으로 성장하게 되었다. 교사학습공동체 기반 연수 정착과 확산을 위해서 교사의 자발성을 보장하면서 교육청이나 국가 차원에서 교사학습공동체 연수를 교사의 학습과 역량강화를 지원하는 체제로서 적극적으로 활용하여야 할 것이다.

The purpose of this study is to examine the effectiveness of teacher in-service training in Gyeonggi Province and explore forward-looking direction of teacher professional development. Teacher in-service training in Gyeonggi is a professional learning community based training. Teachers take initiative in the planning and management of training and aim for the establishment and expansion of professional learning community. Case study was conducted to analyze changes in teachers and professional learning communities through the training. Main results are as follows. First, teachers who took the training recognized that teaching competence and knowledge of students understanding improved. They appreciated self-efficacy and strong collegiality, and took time for reflective self-examination. After the termination of the training, teachers continued to engage in professional learning community to share their experience and wisdom as a teacher with other members. Second, teachers who operated the training became to understand in depth other teachers. They reflected their lives and transformed their perspectives and recognized themselves as a change agent toward education. Third, professional learning communities developed quantitatively as well as qualitatively through the training. This study suggested that professional learning community based training should be utilized to encourage teacher professional development at the national level.

효율적인 교육공동체의 운영과 이에 대한 성과를 거두기 위해서 학생들이 자신의 삶의 터 전인 마을 속에서 자신의 삶과 연관된 경쟁보다는 협력, 단기적인 지식인 아닌 지속가능한 배움과 생태적 개념의 교육을 통해 미래 사회의 올바른 구성원으로서 성장할 수 있도록 이제 는 학교와 마을이 함께 하는 마을교육공동체를 구축해야 한다. 마을교육공동체 교육이란 학생들이 마을을 통해서, 마을에 관해서, 그리고 마을을 위해서 할 수 있는 배움을 말한다. 학생들의 삶과 연계된 배움과 새로운 시대에 부응하는 인간으로 의 성장을 도모하기 위해 학교가 주축이 되어 마을의 물적 인적 자원을 학년교육과정과 어떻 게 결합하여 운영할 수 있는지 마을교육공동체 주제학습 운영에 대한 방법론과 사례를 제시 하고 있다. 본 연구의 범위는 서울형 혁신지구 안의 혁신초등학교에서 연구되었기 때문에 연구 결과의 일반화는 어려울 수 있으나, 사례 운영 결과에 대한 성과와 학생 교사의 변화 모습을 알려줄 수 있으며, 학생들이 지식을 배우고 실천하는 살아있는 교육이 될 수 있는 마을교육과정을 운영하고자 할 때 수업 설계와 실행, 정리 단계 진행에 도움이 될 것이다.

This study describes an instructional design procedure and operation case for thematic integrated learning as the foundation of community education in public elementary school. The following two research contents were set up for the third grade students of elementary school. First, describe the case of instructional design and operational process for the thematic integrated learning as the foundation of community education in public elementary school. Second, reveal the effects and limitations of the theme learning as the foundation of community education in public elementary school. In order to explore the problems of these studies, we I have described cases based on the participation of students in the planning and execution process of the educational curriculum conducted at the researcher's school, as well as the teaching materials, grade courses, and student results. So, the results are as follows in this study. The lesson planning process proceeded to three stages as planning stage, execution stage, and the arrangement stage. First, in the planning stage, the theme of "important life and ecology" was selected for students who practice ecological protection. By fostering susceptibility to living things, ecosystems, and educating the actual environment and ecology, the subject and the contents of the unit to be reconstructed were selected. Six sub-categories: 'I am Animal Expert', 'I am a City Farmer', 'We are Ecological Guardian', ‘We are Safety Guard', Nature is a playmate', 'Precious Life' were composed, and the goal of the subject learning was set. The progress of the theme learning was done. Second, in the execution stage, through the execution of the class, students showed how learning and sharing related to their life was accomplished in the village. It was able to present concrete examples by showing how the village education community training for ‘about Village’, ‘through village’, ‘for village’ was implemented. Third, the class was evaluated at the arrangement stage. The effect of this research is to make the learning process and process through the village curriculum connected. By doing so, students can learn knowledge, practice time, space, and living education through coincidence of knowledge and life. But to criticize, one school is not enough to generalize, and it was mainly a teacher who reconstitute the curriculum. Since the case is a case of the school conducted in the innovation school at the limit point, it is difficult to generalize, and it is said that the subject of restructuring of the curriculum is restricted to only the teacher and said operator.

인성 및 시민교육이 강화되고 있지만 인성 및 시민 역량의 구인 및 교육 내용 요소와 성취기준 변환 기준, 인성과 시민성을 생산적으로 통합하는 윤리적 시민성 연구・개발은 정체 상태이다. 도덕과 교육을 통해 학교 시민들이 민주주의를 일상의 삶의 방식으로 삼도록 효과적 으로 촉진하기 위해서는 인성 및 시민성 학습생태계 조성이 필요하며 교과서 집필기준 철폐, 정책 효과만 중시하는 정치인들의 법안 발의에 맞춘 정책보다 교사와 학생의 교수・학습권, 논쟁적 쟁점 수업에서 교 사와 학생을 안전하게 보호하는 시민교육 기준 마련이 필요하다.

Although character and citizenship education are being strengthened, research and development of ethical citizenship productively integrating character and citizenship, as well as constructs of character and citizenship competencies, educational content elements, and achievement standards, remains stagnant. In order to effectively promote democracy as a way of life for school citizens through moral education, it is necessary to create a learning ecosystem for character and citizenship by eliminating the standards for writing textbooks, establishing politically neutral minimum educational standard to ensure the safety and welfare of teachers from the dangers that may arise when teaching on controversial issues.

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.