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In a rapidly changing environment, it is essential for companies to develop their capabilities for sustainable growth. To this end, informal learning at work plays an important role for small and medium-sized enterprises that are having difficulties in human resource development. If the GRIT of workers and the spiritual leadership of leaders are maintained at an appropriate level, the effect of informal learning will increase. This study derived the following results through a survey of workers participating in the Work-learning Dual System in Korea. First, experience and feedback among informal learning activities have a significant positive effect on competency development. Second, the higher the level of the GRIT of workers, the greater the magnitude of the positive effect of experience and feedback on competency development, showing a positive moderating effect. Third, in the case of workers with high GRIT, capacity development is strengthened as experience or feedback increases, and the higher the level of spiritual leadership, the greater the scope of reinforcement. On the other hand, it can be seen that in the case of workers with low GRIT, competency development weakens as experience or feedback increases, and the higher the level of spiritual leadership, the greater the extent of the weakening.

This paper designed and developed internet based competency developing system for small IT (Information & Technology) companies. The purpose of this system was to provide career development opportunities to small IT business workers for their longstanding employment and self-improvement job skills. This study analyzed job competencies based on job descriptions from two IT companies. The survey was conducted to analyze employees' self-assessed current job competency level and effective ways of improving their current level of competencies. From the results of survey, most of subjects indicated their job competencies were in between mid-level to low level, and they required the need of training programs to improve their job knowledge and experience. Based on the interview from field experts about job competency development, this study designed and developed the internet based competency development system to provide effective and efficient way of improving job competencies and needed training programs for small IT business employees.

Purpose: The present study aimed to develop and examine the effectiveness of a pediatric nursing competency-building program for nursing students. Methods: This was a quasi-experimental study with a nonequivalent control group pretest-posttest design conducted between October and December 2021. The participants included 40 nursing students (20 each in the experimental and control groups) at a university in a South Korean city. The pediatric nursing competency-building program integrated problem-based learning and simulation into clinical field practice. The experimental group participated in the program, while the control group did not. Data were analyzed using the x2 test, the independent t-test, and repeated-measures analysis of variance. Results: Pediatric nursing competency and clinical performance showed a greater increase in the experimental group than in the control group. However, the change in problem-solving ability in the experimental group was not significantly different from that in the control group. Conclusion: The pediatric nursing competency-building program effectively improved students' pediatric nursing competency and clinical performance.

Purpose: The aim of this study was to develop a self-control competency scale for school-aged children and to confirm its reliability and validity. Methods: This study involved methodological research to verify the reliability and validity of a self-control competency scale for school-aged children. Data were collected from 438 students in the fifth and sixth grades of elementary school. Results: The self-control competency scale was composed of 13 items and six subscales (control of relationship with one's teacher, problem-solving, peer empathy, control of relationships with one's peers, impulse control, and emotional control). The internal consistency reliability of the scale was evaluated using Cronbach's ?, which was .83 for the entire scale and ranged from .65 to .76 for the subscales. The model of six subscales was validated by CFA (CMIN/df=1.977; p<.001, GFI=.94, SRMR=.050, RMSEA=.065, IFI=.95, TLI=.93, CFI=.95). Concurrent validity was evaluated by comparing this scale to the scale developed by Nam and Ok (2000), and a significant correlation was found (r=.82, p<.001). On this scale, higher scores indicate higher levels of self-control among late-school-aged children. Conclusion: This scale can be used as a valid and reliable instrument for examining self-control competency among late-school-aged children.

Purpose: To improve the quality of postoperative care and promote recovery after surgery, it is important that nursing education is competency-based and that competency assessment is an integral part of the educational process. The purpose of this study was to develop a tool to evaluate nursing students' perceived competence in postoperative care. Methods: This cross-sectional methodological study followed DeVellis's scale development steps and was conducted between December 2022 and March 2023. In this study, 892 students were invited and 703 responded. After exclusions, data from 645 students were analyzed to examine the psychometric structure of the scale using exploratory factor analysis (n=327) and confirmatory factor analysis (n=318). Reliability was assessed by calculating Cronbach's α coefficients and by test-retest measurement (n=46). Results: The proposed scale was confirmed to consist of five factors and 28 items (χ²/degrees of freedom=2.25, root mean square error of approximation=.06, normed fit index=.90, and goodness-of-fit index=.85). Cronbach's α was .97 for the total scale. The data demonstrated high test-retest stability (intraclass correlation coefficient=.88). The scale developed and psychometrically tested in this study revealed a five-factor structure: legal responsibilities and ethical principles (seven items), postoperative nursing care (seven items), interpersonal relations and communication (four items), leadership (six items), and education and professional development (four items). Conclusion: The scale, which demonstrated very good psychometric properties, would be helpful in assessing perceived postoperative nursing competence among nursing students. This may help students graduate with the necessary knowledge and skills required for postoperative care. However, further research involving larger samples and more diverse cultural contexts is needed to enhance the generalizability of the scale.

Purpose: The purpose of this study was to develop an instrument for measuring nursing information literacy competency, and then to examine the validity and reliability of the instrument. Methods: The developmental process of the instrument includes construction of a conceptual framework, generation of initial items, verification of content validity, preliminary study, extraction of final items, and psychometric testing. Its content validity was verified by three experts from nursing and nursing informatics. Its construct, convergent, and discriminant validity was examined in confirmatory factor analysis. Finally, its criterion validity was measured with Pearson’s correlation. The tool’s reliability was examined by Cronbach's ?. The participants include 382 nurses from four hospitals and one university hospital. Results: Twenty seven items in total were selected for the final scale, and the results of the confirmatory factor analysis were supported with acceptable model fit, which were named competency for identifying problem, potential sources for information, searching fine information, evaluating information, acquising and managing of information, using information ethically, and integrating new information. The convergent, discriminant and criterion validities were also supported. The Cronbach's ? coefficient was .93. Conclusion: The instrument is valid and reliable to comprehensively assess nurses' information literacy competency, and to provide a basic direction for developing nursing information literacy program.

21세기는 제4차 산업혁명, 디지털 전환, 기후위기, 팬데믹 등의 영향으로 직업세계가 그 어느 때보다 급변하고 있다. 이러한 특징들은 개인이 성인이 된 이후에도 노동시장에서 경 쟁력을 갖추기 위해서 자신의 진로개발역량을 평생 동안 관리하도록 요구하고 있다. 본 연 구는 개인이 성인이 된 이후에도 자신의 진로개발역량을 진단할 수 있도록 측정도구를 개 발하는 것에 있다. 이를 위하여, 진로개발역량 관련 문헌을 통해 문항을 수집하였고, 두 차 례의 델파이 조사를 통해 측정 문항의 내용 타당도를 검증한 후 설문조사를 통하여 335명 의 성인의 응답자료를 활용하여 측정도구의 구성타당도와 신뢰도를 검증하였다. 구성타당 도와 신로도를 검증하기 위하여 탐색적 및 확인적 요인분석을 실시하였고, 신뢰도를 검증 하기 위하여 집중타당도와 판별타당도를 분석하였다. 연구 결과, 성인용 생애진로개발역량 측정도구는 5개의 요인 53개의 문항으로 구성되었고, 누적 공통 설명 분산은 59.724%이었 다. 5개 요인은 각각 ‘진로관리’, ‘자아이해’, ‘사회적 기술’, ‘환경 변화 대응’, ‘자기 주도성’으로 명명하였다. 모델적합지수는 χ2(df) = 3524.368(1315, p<.001), SRMR = .048, TLI = .91, CFI = .91, RMSEA = .052로 나타났다. 개념신뢰도는 모든 요인이 .70이 상이었고, 평균분산추출값(AVE)은 모든 요인이 .50 이상으로 나타났고, 각 요인의 상관계수 의 제곱값은 .40 보다 작아 판별타당도가 확보되었다.

The purpose of this study is to develop and validate Lifelong Career Development Competency Scale for adults and students in Korea. First, based on an extensive review of literature related to career development competency measures, initial items were collected. To verify the content validity of initial items, the Delphi technique was conducted twice by 30 experts and 112 items were selected for a survey. A total of 400 adults participated in the survey and 335 respondents provided usable data. Exploratory and confirmatory factor analyses were conducted using SPSS 25 and Mplus7. Factor loadings for each item were examined. To examine the model’s overall goodness of fit, several model-fit indices were computed including χ2, SRMR, TLI, CFI, and RMSEA. Construct reliability was assessed using Cronbach’s α and construct reliability values. Convergent validity of items was evaluated using average variance extracted. The results revealed that a five-factor model with 53 items yielded: Career Management, Understanding of Self, Interpersonal Skills, Adaptation Skills to Changes of Environment and Society, and Self Initiatives. Model indices for the observed data were, χ2(df)=3524.368 (1315, p<.001), SRMR=.048, TLI=.91, CFI=.91, RMSEA=.052 (.049, 055). Cronbach’s α for each factor was found over the required limited of .70. Construct reliability was established for each factor of the model ranging from .87 to .97. The average variance extracted values were above .50. Potential applications and further studies are discussed.

연구 목적 : 우리나라는 인도주의적 차원에서 국제구조대와 한국재난대응팀을 파견하고 있으며 이는 공적개발원조 의 하나인 해외긴급구호활동에 해당하는 것으로 주로 소방대원과 의료인들이 활동하고 있다. 따라서 이 연구는 글 로벌 재난 역량 개발 프로그램이 응급구조과와 간호학과 학생들에게 어떠한 영향을 미쳤는지 살펴보고 이를 통해 서 추후 학부교육에 대한 개선방안을 모색하고자 한다. 연구 방법 : 본 프로그램은 ICN에서 제시한 "재난간호역량체계"를 기본 틀로 4개 영역 10개 도메인으로 역량을 구분 하여 프로그램을 설계하였다. 프로그램은 2013년 8월 12일부터 23일까지 2주간 사례학습, 토론, 전문가 특강, 태국 카렌지역 현지방문 등 다양한 방식으로 운영되었으며 참석학생은 총 18명이었다. 프로그램에 대한 만족도는 5점 척도로 측정하였고, 국제재난역량 지식수준은 10점 척도로 측정하여 프로그램 전후 지식수준을 비교분석하였다. 그 외 심층 인터뷰를 진행하여 재난에 대한 학생들의 태도 변화를 보았다. 연구 결과 : 프로그램 만족도는 4.50±0.51로 매우 높았으며 국제재난관련 지식의 변화는 전체 항목 평균 2.18±0.68 에서 6.30±0.84로 상승하였다(p<.001). 그 외 프로그램의 신청 동기는 다중응답으로 다양한 경험을 쌓기 원해서(14명), 해외봉사에 대한 관심(11명), 국제기구에 대한 관심(7명) 등으로 조사되었다. 결 론 : 첫째, 응급구조과와 간호학과 학부 교육과정에서 국제재난에 대한 이해를 증진할 수 있는 교과목이 개설되 거나 기존의 유사한 과목에서 글로벌 환경에 대한 조기 이해가 선행되도록 하여 국제사회에 진출하고자 하는 학생 들에게 다양한 진로를 제시해 주어야 한다. 둘째, 국제재난관리에 대한 교육은 학습효과를 증진하기 위해서 시물레이션 학습 또는 재난현장을 방문한 현장학 습 등 다양한 방법의 적용이 고려되어야 국제사회 및 문화에 대한 이해도모와 태도변화 그리고 어학 학습의 중요성 을 자각하게 할 수 있다. 셋째, 학부 단계에서 국제재난교육을 통해서 이해를 도모하고 진로와 관련한 다양한 정보습득 및 참여기회가 증진 되도록 하여 졸업 후 실무에 적용이 가능하도록 교육하는 것이 필요하다.

Purpose : This study assessed the improvement of competency levels for participants, as well as their satisfaction from completion of the special international disaster response program. Methods : The program structure followed an intensive two-week course that included a combination of lectures, discussions, case studies, and field trips. "ICN Framework of Disaster Nursing Competencies” was used for designing the program. A pre-post survey was done to measure the change in the competencies of students and assess their satisfaction after finishing the program. Focus group interviews were also performed to further understand the attitudes of participants toward the disaster issues. Results : The overall pre-program test score for disaster competency was 2.18±0.68 and the post-program test score was 6.30±0.84, which showed statistically significant gains in all competency items (p<.001).The general satisfaction of participants with the program was quite high, demonstrated by a mean score of 4.5± 0.51. The benefits for students from program participation included increased knowledge and better understanding of the important roles of international organizations and NGOs. Conclusion : The international disaster education programs are necessary to provide an opportunity for students to increase their disaster competency. In addition, future development of a unified educational competency framework is also necessary.

The purpose of this study is to explore the detailed capabilities, educational issues, and implications of AI literacy through a meta-analysis of the topics of AI literacy in academic discourse and competency development. Based on the results of a meta-analysis of academic discourse on artificial intelligence (AI) literacy between 2018 and 2023, this study explores the specific areas of AI literacy competency and reviews the issues related to AI literacy education. As a result of the analysis, the academic discourse on artificial intelligence literacy was found to be largely divided into four categories: artificial intelligence literacy, data literacy, media literacy, and digital literacy. There was a significant emphasis on the study of artificial intelligence literacy in 2021. Second, AI literacy competency is characterized by proficiency in AI technology, algorithms, data, and machine learning. It encompasses six detailed competencies: AI knowledge, technology, critical thinking, communication, access/utilization, composition/production, and participation. Lastly, when it comes to developing AI literacy competency and addressing education-related issues and tasks, there is a need for an integrated approach that combines technical skills, cultural awareness, introspective abilities, and public debate within the academic community. This includes discussing detailed competencies and segmenting competency subjects. The significance of the study is to determine the path for developing and educating AI literacy competency by examining AI education cases for both students and citizens.

2015년 국가교육과정은 국내 최초로 역량 개념을 바탕으로 개발된 교육과정이다. 과목별로 교과역량을 제 시하는 등 역량의 요소가 포함되었지만 역량중심의 교육과정으로 아직 한계점이 많이 지적되고 있다. 본 연구 는 핵심역량 교육이 성공적으로 진행되고 있는 싱가포르 영어교육 사례를 살펴봄으로써 한국의 영어 교육과 정 개발을 위한 시사점을 모색하고자 한다. 이를 위해 2001년부터 2020년까지 싱가포르의 영어 교육과정을 분석하였다. 영어과 교육과정이 20년 동안 어떠한 변화를 거쳐서 지금의 핵심역량기반의 교육과정으로 만들 어졌는지에 분석의 초점을 두었다. 첫째, 싱가포르 영어과 교육과정은 기존의 교육과정과 연계선상에서 진화 된 형태로 개발된다는 점이다. 2001년에 제시된 ‘언어사용’이라는 모델이 2010년, 2020년으로 점차 진화된 형태로 발전되었다. 둘째, 싱가포르 영어과 교육과정은 핵심역량 교육을 펼치기 위한 근원적인 세 가지 질문 (왜 가르치고, 무엇을 가르치고, 어떻게 가르치는가)에 대한 고민이 담겨 있다. 셋째, 세계어로서 영어의 역할, 의사소통 교수법에서 문법의 역할, 4가지 영역(듣기, 말하기, 읽기, 쓰기)의 복합적 관계가 포함되어 있는 등 영어교육에 대한 최신 이론이 교육과정 문서에 잘 반영되어 있다는 점이다. 점차 진화된 형태로 영어과 교육 과정을 개정하는 싱가포르 사례를 바탕으로 한국의 역량기반 영어교육과정 개발에 대한 교육적 시사점을 도출하였다.

The 2015 national curriculum is the first curriculum developed in Korea that is based on the concept of competency. Although there are elements of competencies such as subject specific competencies, a lot of criticism of the curriculum has been that it has limitations as a competency-based approach. This study examines the case of English language teaching in Singapore, and suggests a possible move towards competency-based education in Korea by improving the English national curriculum. For this, English syllabuses in Singapore from 2001 to 2020 were examined. The main focus was on how changes were made towards competency-based education from the 2001 English syllabus to the recently launched 2020 syllabus. The analysis showed three findings. First, the language use model, the framework for the EL syllabus, has been developed by building on the past. Four factors (purpose, audience, context, culture) have remained unchanged for twenty years in order to maintain continuity, but changes have also been made in the syllabus in a fairly revolutionary way. Second, the English syllabuses address the question of why we teach English, what we teach and how we teach English. Third, the syllabuses reflect the current studies on English education, the prevailing view of the role of English in a globalised society, the role of grammar, and relations among the four skill areas. Based on the findings, educational implications have been outlined about the direction of competency-based English education in Korea.

Buildings are equipped with fire compartments to prevent the spread of fire. However, the fire compartment regulations in South Korea are simplistic and standardized, and the exception and mitigation also have ambiguous criteria, requiring adaptations to accommodate changes in architectures. Therefore, the purpose of this study is to examine the contents related to exception and mitigation for fire compartments in South Korea and propose to make up for the limitations. To identify limitations, this study investigates how fire compartments are implemented in South Korea and analyze international cases to compare fire compartment regulations. The comparative analysis reveals that domestic exception and mitigation have ambiguous spatial criteria, and international cases solve this issue by specifying regulations based on specific uses. Consequently, this study proposes the need to formulate and detail regulations of exception and mitigation considering both building use type and space characteristics, because of fire hazard levels changed by building use type.

본 연구에서는 생활화학가정용품의 위험에 대한 소비자불안과 역량을 알아보고자 500명의 소비자를 대상으로 설문조사를 실시하였다. 조사는 2013년 10월 4일부터 8일까지 조사전문업체인 마크로밀엠브레인에서 진행하였다. 주요 연구결과는 다음과 같다. 첫째, 생활화학가정용품에 대한 소비자들의 객관적지식과 주관적지식은 과거에도, 현재에도 여전히 차이가 존재한다. 따라서 이러한 격차를 줄이기 위한 노력이 필요하다. 둘째, 생활화학가정용품의 위험에 대한 소비자태도는 안전하지않다가 40.8%로 가장 많이 응답되었고 평균은 3.44로 나타났다. 또한 생활화학가정용품의 위해성에대한 태도는 두려움(dread)이 평균 2.71(표준편차 .81)과 알려지지 않음(unknown)은 평균 3.16(표준편차 .70)으로 두렵지 않으나 함유성분이 잘 알려지지 않은 것으로 볼 수 있다. 셋째, 생활화학가정용품에 대한 소비자기능의 평균은 3.50(표준편차 .55)으로 보통수준을 초과하여 다소 긍정적인 것으로나타났다.

This study examines the consumer’s anxiety and competency on risks from chemical household products. The survey was carried out by Macromill Embrain from October 4th to 8th over, 2013. The results of data analyses are as follows. First, there is a significant gap, both in the past and at present, between subjective and objective knowledge on chemical household products among consumers. Second, 40.8% of the respondents answered that chemical household products were “not safe”. Third, the most frequent responses regarding attitude toward the hazardous property of chemical household products were “I feel dread” and “It is unknown”. Fourth, a majority of respondents regarded the consumer’s function in handling chemical household products as positive.

대학 교육의 질은 교수자의 교육 역량과 직결되므로, 교수자의 교수 능력 개발은 교육의 질적 향상을 위한 최우선 과제라고 할 수 있다. 본 연구는 문헌정보학과 독서 과목 교수자의 역량 요구를 분석하는 것이 목적이었다. 따라서 연구 목적 달성을 위해 독서 과목을 교수한 경험이 있는 교수자 10명을 대상으로, 강의 역량과 독서 전문가 역량을 중요 수준과 현재 실행 수준으로 평가하도록 설문조사를 실시하였다. 수집된 자료는 각 문항의 평균과 중요도-현재 실행 수준 차이를 중심으로 탐색적으로 분석하여 우선적으로 강화가 필요한 핵심 역량 영역을 도출하였다. 그 결과, 강의 역량에서는 목표 및 내용에 부합하는 교수 전략 선정, 독서 전문가 역량에서는 프로그램 평가 및 수퍼비전 참여에서 차이가 가장 크게 나타났다. 이에 연구 결과를 바탕으로 독서 과목 교수자의 역량 강화를 위해 강의 역량 측면, 독서 전문가 역량 측면, 예비 교수자 교육 과정 측면에 대한 방안을 제언하였다.

The quality of higher education is closely linked to the educational competence of instructors, making the development of teaching skills a top priority for enhancing educational quality. This study aimed to analyze the competency requirements of Reading Subject Professors in Library & Information Science Departments. To achieve this, a survey was conducted with ten Reading Subject Professors, assessing both their instructional competencies and reading-specialist competencies in terms of perceived importance and current practice levels. The collected data were analyzed exploratorily, focusing on the mean scores and the gaps between importance and current performance to identify core competency areas that require priority improvement. The results showed that, among instructional competencies, selecting teaching strategies aligned with learning objectives and content exhibited the largest gap, while among reading-specialist competencies, participation in program evaluation and supervision showed the greatest discrepancy. Based on the findings of this study, recommendations were made to strengthen the competencies of instructors teaching reading courses, focusing on teaching competencies, reading professional competencies, and pre-service teacher education programs.

본 연구는 고용가능성과 이에 영향을 미치는 것으로 확인된 리더-구성원 교환관계(Leader-Member Exchange: LMX), 역량개발기회참여, 그리고 주관적 경력성공 사이의 영향관계를 파악하는데 목적이 있다. 이러한 연구 목적을 달성하기 위해 최종적으로 수집된 257명의 응답자들로부터 수집된 자료를 통해 연구결과가 도출되었다. 수집된 자료는 SPSS(WIN20.0) 통계프로그램을 이용하여 분석하였다. 연구변인들 사이의 상관관계를 파악하기 위해 Pearson의 적률상관계수가 산출되었으며, 고용가능성에 미치는 영향관계를 파악하기 위해 중다회귀분석(Multiple Regression Analysis)이 실시되었다. 본 연구의 결과는 다음과 같다. 첫째, 고용가능성과 리더-구성원 교환관계, 역량개발기회참여, 그리고 주관적 경력성공 사이에는 유의미한 상관관계가 존재하는 것으로 확인되었다. 둘째, 역량개발기회는 전체 고용가능성 변인의 분산을 약 10%정도 설명하고 있는 것으로 파악되었으며, 이에 비해 리더-구성원 교환관계는 유의미한 영향력이 없는 것으로 확인되었다. 이러한 결과를 바탕으로 논의와 후속연구를 위한 제언이 제공되었다.

The purpose of this study was to investigate the effects of leader-member exchange(LMX), participation in the opportunities for competency development, and subjective career success. LMX and participation in the opportunities for competency development were the independent variables and the subjective career success was used as control variable. Based on the data collected from 257 employees of a Korean financial company, correlation analysis and multiple regression analysis were conducted through the using SPSS/WIN 20.0 statistical package program. The results showed the statistically significant correlation between employability and other research variables. Also, results identified that participation in the opportunities had largest influence on the employability and LMX had no significant effects on the employability. The discussion and proposition for the future studied were provided.

본 연구는 사서의 자기계발 관심영역을 알아보기 위해 대학도서관 사서가 한 해 동안 수강한 교육이수내역을 바탕으로 사서 계속교육의 현황을 파악하고자 하였다. 이를 위해 한국교육학술정보원에서 실시한 대학도서관 통계의 직원 교육훈련 항목을 활용하였으며, 사서들의 교육이수내역 30,404건을 대상으로 직원교육의 핵심 키워드를 부여하고 분류하는 작업을 수행하여 사서의 선호 교육주제, 대학 규모별, 지역별, 월별 관심 있는 교육주제 등의 현황을 살펴보았다. 분석결과, 전체 수강강좌의 주제 중 가장 많이 나타난 직원교육 주제는 ‘DB이용’과 ‘자료목록’으로 나타났으며, 대학 유형(대학/전문대학)과 규모, 지역 등에서 사서의 교육훈련 관심영역 간의 차이를 확인하였다. 또한, 사서들에게 요구되는 다양한 역량에 비해 ‘정보자원 및 평가’와 관련된 주제 영역에 관심이 치우쳐져 있음을 알 수 있었다. 본 연구는 대학도서관 사서들의 교육이수내역 전수조사를 통해 교육의 주제영역에 따른 현황을 파악한 것으로, 향후 대학도서관 사서들의 실질적인 관심사를 반영하고 보다 체계적인 교육과정을 개발하는데 기초자료로 활용될 수 있을 것이다.

This study aims to analyze the current status of continuing education for academic librarians based on the records of education. For this purpose, the study investigated the academic librarian’s preferences for the topics of continuing education in terms of regional and monthly differences using the 30,404 education records in university and college library statistics of Korean Education and Research Information Service (KERIS). The results shows that ‘academic database system’ and ‘cataloging’ were the most preferred topics, and there were topical differences between the academic librarians in university and college.

본 연구는 합의적 질적 연구 방법을 활용하여 국내 상담자의 사회정의 옹호역량 발달 과정에서의 경험을 심층적으로 탐색하였다. 이를 위해 사회정의 옹호역량 수준이 높고 암묵적 성 고정관념 수준이 낮은 상담자 9명을 대상으로 반구조화된 면접을 실시하고 자료를 분석하였다. 분석 결과 6개의 영역, 즉 “사회정의에 관심을 갖게 된 계기”, “옹호역량 증진 과정”, “옹호 추구 과정에서의 어려움”, “사회정의 활동상의 어려움에 대한 대처”, “사회정의 추구 후 삶의 변화”, “사회정의 옹호 상담 발전을 위한 제언”과 22개의 범주, 그리고 18개의 하위 범주가 도출되었다. 주요 결과를 요약하면, 참가자들은 교육과 다양한 경험을 계기로 사회정의에 관심을 가졌으며, 지식 추구와 옹호 활동 실천, 개인적 성찰, 멘토의 도움을 통해 옹호역량을 증진하였다. 이들은 여러 가지 내외적 어려움을 경험하고 고정관념에 대한 성찰, 문제 제기, 동료들과의 교류 등 다양한 방식으로 어려움에 대처하였다. 또한, 사회정의를 추구하면서 실제로 사회구조 및 개인적 삶 속에서 변화 등을 경험하였다고 보고하였다. 본 연구 결과를 기반으로 연구의 시사점 및 제한점과 후속 연구를 위한 제언을 논하였다.

This study used the Consensual Qualitative Research method to explore South Korean counselors’ experiences in developing social justice advocacy competencies. A semi-structured interview was conducted with 9 counselors with strong advocacy competencies and low implicit gender stereotypes. Six domains with 22 categories and 18 subcategories emerged. The domains were “becoming interested in social justice,” “developing advocacy competencies,” “difficulties while pursuing social justice,” “coping with difficulties,” “changes in life after pursuing social justice,” and “suggestions for future social justice oriented counseling,” After finding an interest in social justice through diverse experiences, participants developed their advocacy competencies via seeking knowledge, practicing social justice, self-reflecting, and receiving guidance from mentors. Results also revealed that self-reflecting, publicizing social justice issues, and interacting with colleagues helped participants overcome various in/external difficulties along the way. Participants reported that advocating for social justice resulted in changes in both society and their personal lives. The implications, limitations, and suggestions for further research were discussed.

본 연구는 정보활용교육의 주요 토픽과 사서교사 역량 강화를 위해 실시되고 있는 교원능력개발 평가지표의 비교․분석을 통해서 사서교사가 적절한 요소를 통해 평가가 이루어지고 있는지 분석하였다. 이를 위해 1995년부터 2022년 5월까지 문헌정보학 분야 4대 학술지에서 출판된 정보활용교육 관련 논문들을 수집하여 LDA 토픽모델링을 실시하였다. 토픽모델링 결과 20개의 토픽 중 정보활용교육(T10)이 12.0%로 가장 활발하게 논의되고 있음을 알 수 있으며, 도서관 활용수업(T2) 10.4%, 이용자 서비스(T3) 8.8%가 그다음 순으로 나타났다. 반면 독서토론(T7) 3.3%, 독서교육(T19) 2.9%, 인력 관리(T13) 2.1%, 사서교사 직무 만족도(T17) 2.1% 등은 정보활용교육 토픽모델링에서 저조한 토픽들로 나타났다. 또한 학교도서관 사서교사의 수업모형 개발(T1)과 교육과정 개발(T20)은 사서교사가 협업수업과 정보활용교육을 진행함에 있어서 필수적으로 수행하는 과정임에도 불구하고 현행 교원능력개발 평가지표에는 고유한 평가지표로 반영되어 있지 않는 것으로 나타났다. 이에 본 연구에서는 교원능력개발평가 사서교사 평가지표 ‘교육 및 수업 지원’ 요소에 ‘수업모형 및 교육과정 개발’을 추가 평가지표로 제안하였다.

This study aimed to compare and analyze librarian teacher evaluation index from evaluation of teachers’ competency development with the the topics of information utilization education. To this end, LDA topic modeling was conducted by collecting papers related to information utilization education published in four major journals in the field of literature and information from 1995 to May 2022. As a result of topic modeling, it can be seen that information utilization education (T10) was the most actively discussed at 12.0% of the 20 topics, followed by library utilization classes (T2) 10.4% and user service (T3) 8.8%.On the other hand, 3.3% of reading discussion (T7), 2.9% of reading education (T19), 2.1% of manpower management (T13), and 2.1% of librarian teacher job satisfaction (T17) showed the lowest distributions 3.3%, 2.9%, 2.1%, and 2.1%, respectively. In addition, although librarian teacher’s class model development (T1) and curriculum development (T20) are essential processes for collaborative classes and information utilization education, they were not reflected in the current teacher competency development evaluation index. Therefore, this study proposed that ‘instructional model and curriculum development’ indicator should be added on ‘training and support classes’ factors in the Librarian Teacher Evaluation Index in Teachers’ Competency Development Evaluation for further evaluation.

본 연구에서는 인문고전 독서교육 프로그램을 개발하고, 실제 수업에 적용하여 청소년의 인성과 역량 증진에 미치는 효과를 파악하고자 하였다. 연구의 주요 결과를 요약하면 다음과 같다. 첫째, 인문고전 독서교육이 청소년의 인성과 역량 증진에 효과가 있는 것으로 나타났다. 둘째, 참여의지에 따른 프로그램 효과검증에서 자발적 참여집단이 비자발적 참여집단보다 높은 평균을 보이며, 통계적으로 유의한 차이를 보이는 것으로 나타났다. 셋째, 인문고전 독서교육의 지도방법에 있어서 인성키워드 중심의 토의식 수업은 낭송중심의 수업보다 더 효과적으로 나타났다.

The objective of this research is to develop & operate classical literature reading education program for youth, to verify the difference in effect with respect to the influence of classical literature reading education on youth's character and competency development and to clarify the difference in effect depending on intention to participate in classical literature reading education and instruction method. Main result of research is summarized as follows. First, after classical literature reading education was found to be effective to the character and the youth's competency development increased. Second, verifying the effect of classical literature reading education on intention to participate voluntarily, it was found to be more effective for group of voluntary participation than group of involuntary participation. Third, verifying the effect of classical literature reading education depending on instruction method, it was found to be more effective for group of discussion lesson based on character key words than group of lesson based on recital.