Earticle

본 연구는 2015 개정 체육과 역량 중심 교육과정의 목표와 방향에 적절한 초등학교 체육수업 설계 방안을 제시하 고자 하는데 목적이 있다. 이를 위해 5학년 경쟁 영역을 예시로 역량을 가르치기 위한 교육과정 분석, 평가 기준 설 정, 단원 및 차시 설계 사례를 제시하였다. 본 연구에서는 상향식 방법을 활용하여 교사의 수업 의도 및 계획과 성 취기준을 중심으로 그에 적절한 교과 및 총론의 역량을 적용하는 체육수업 설계 방안을 제안하였다. 이러한 과정은 2015 개정 체육과 교육과정에 대한 이해를 높이고 교육과정이 추구하는 가치와 목표를 초등학교 체육수업을 통해 확대할 수 있는 기회를 제공할 수 있을 것이다. 앞으로 역량 중심의 체육수업 설계 방안이 다양하게 제시되어야 할 것이며 이는 역량 중심 체육수업 방안이 공유되는 과정을 통해 더욱 확대될 것이다.

The purpose of this study is to suggest a design plan for elementary physical education classes appropriate to the goals of the 2015 revised physical education curriculum. To this end, this study presented analysis of curriculum, standards, preocedure and contents for teaching competency in 5th grade competition area. Using bottom-up approach, this study proposed a physical education class design plan that applies the competence of subject and general theory which appropriate to the instructional intention, plan and achievement standards. These courses will provide an opportunity to enhance understanding of the 2015 revised physical education curriculum. Moreover, it will expand the values and goals pursued by the curriculum through elementary physical education classes. In the future, various competency-centered physical education class design plans should be presented, and these will be further expanded through the process of sharing physical education class plans.

Purpose: This study's aim was to examine degrees of patient participation in patient safety activities in hospitals and to investigate their relationships with nurses' patient-centered care competency (PCC), teamwork, and safety climate. Methods: A cross-sectional study designwas used. Data were collected with 479 nurses from two general hospitals in Seoul, Korea, using a questionnaire designed to collect data on patient participation in patient safety activities, PCC, teamwork perceptions, and safety climate. The response rate was 74.1% (N = 355). Data were analyzed using descriptive statistics and multiple logistic regression analysis. Results: The mean score for patient participation was 2.76 ± 0.46 of 4.0. The mean scores for PCC, teamwork, and safety climate were 3.61 ± 0.46, 3.64 ± 0.41, and 3.35 ± 0.57 of 5.0, respectively. Nurses who experienced high patient participation in patient safety activities ( 3.0) had higher scores for PCC, teamwork, and safety climate. Multiple logistic regression analysis revealed that PCC (OR = 2.31, 95% CI = 1.14e4.70) and safety climate (OR = 2.51, 95% CI = 1.09e5.78) scores were the significant factors associated with patient participation. Conclusion: The degree of patient participation in patient safety activities was not high. Nurses' PCC, teamwork, and safety climate were positively related with patient participation. In particular, the findings indicate that enhancing nurses' competency for patient-centered care and creating a strong safety climate are important to promote patient participation for safer health care.

Purpose: This descriptive survey study aimed to identify the influences of person-centered perioperative nursing and patient safety competency on patient safety management activities among operating room nurses. Methods: Data were collected from June 14 to July 14, 2021, covering 158 operating room nurses working at six general hospitals. Data were analyzed using hierarchical multiple regression to identify the influencing factors of patient safety management activities. Results: The mean scores of person-centered perioperative nursing, patient safety competency, and patient safety management activities were 3.86, 3.88, and 4.55, respectively. These scores increased with increased age and clinical experience. Person-centered perioperative nursing (β=.22, p=.014) and patient safety competency (β=.22, p=.014) influenced patient safety management activities. Conclusion: Therefore, to improve the patient safety management activities of operating room nurses, an efficient nursing work environment must be created along with systematic and continuous education and programs to enhance person-centered perioperative nursing and patient safety competency.

Purpose: This study aimed to examine the influence of professional competency, professional commitment, and nursing organizational culture on the person-centered practice of nurses in long-term care hospitals. Methods: A total of 131 nurses in seven long-term care hospitals in Daegu city and Kyeongsang province participated in the study. Professional competency, professional commitment, nursing organizational culture, and person-centered practice were measured using the Nurse Professional Competence Short-Form, Professional Commitment Questionnaire, Nursing Organizational Culture scale, and Korean Measure of Person-Directed Care. Hierarchical multiple regression analysis was used to analyze the data. Results: Nurses in long-term care hospitals had mean scores of 4.77±0.84 for professional competency and 4.27±0.89 for professional commitment out of a 1~7 scale and 3.45±0.44 for person-centered practice out of a 1~5 scale. Regarding nursing organizational culture, nurses had the highest score in relation-oriented organizational culture and the lowest score in task-oriented culture. Nurses’ professional competency (β=.59, p<.001) and innovation-oriented culture (β=.36, p<.001) were the factors influencing person-centered practice, which explained the variance of 52.5%. Conclusion: To improve person-centered practice in long-term care hospitals, it is necessary to implement strategies for improving nurses’ professional competency and innovation-oriented nursing organizational culture.

Purpose: This study was conducted to provide fundamental data for improving the quality of care by investigating the relationships of critical reflection competency, nursing practice environment, job crafting, and person-centered care among tertiary hospital nurses. Additionally, the study sought to identify the factors influencing person-centered care. Methods: Data were collected from 132 tertiary hospital nurses with at least 1 year of work experience via an online survey conducted in January 2023. Results: Person-centered care varied significantly according to age, clinical experience, and department. Significant correlations of person-centered care with critical reflection competency (r=.77, p<.001), nursing practice environment (r=.46, p<.001), and job crafting (r=.71, p<.001) were observed. Factors contributing to person-centered care among tertiary hospital nurses included critical reflection competency (β=.46, p<.001) and job crafting (β=.40, p<.001), with an explanatory power of 70.2%. Conclusion: To provide ethically enhanced person-centered care in tertiary hospitals, various training programs must be developed to strengthen nurses' critical reflection competency and job crafting skills.

Purpose: The purpose of the study was to examine the attitudes of acute care nurses towards dementia, their critical reflection competency, and the level of nursing work environment and to identify the factors relating to person-centered nursing. Methods: The study was conducted for 149 nurses with at least 1 year of experience working in acute care hospitals and providing nursing care to hospitalized elderly patients. The measurements used were the Dementia Attitude Scale Korean version, the Critical Reflection Competency Scale, the Nursing Work Environment Scale, and the Person-Centered Nursing Assessment Tool. The collected data were analyzed with frequency analysis, descriptive statistics, independent t-test, ANOVA test, Pearson’s correlation, and multiple regression using IBM SPSS 29.0 software. Results: The factors influencing person-centered nursing performance were critical reflection competency (β=.49, p<.001), attitudes towards dementia (β=.29, p<.001), and clinical career (β=-.26, p=.024), having the explanation power of 59.6%. Conclusion: The results of this study indicate that critical reflection competency, attitudes towards dementia, and clinical career have an impact on person-centered nursing performance. Specifically, higher levels of critical reflection competency and positive attitudes towards dementia were predictors with higher levels of person-centered nursing performance. Therefore, to enhance person-centered nursing performance among acute care nurses, it is important to prioritize critical reflection training programs for experienced nurses to enhance their critical reflection competency.

Purpose: This study aimed to investigate the factors influencing end-of-life care competency by examining awareness of person-centered care, knowledge of life-sustaining treatment decisions, and attitudes toward advance directives among nurses in long-term care hospitals. Methods: Through convenience sampling, nurses with more than 6 months of clinical experience and who were responsible for inpatient care in long-term care hospitals in Jennam-do and Gwangju-metropolitan city were selected to participate in this study. Data were collected using a structured self-administered questionnaire between December 1 and 23, 2023. Data were analyzed through descriptive statistics, independent t-test, one-way ANOVA, Scheffe’s test, Pearson’s correlation coefficient, and multiple regression analysis. Results: End-of-life care competency had an average of 3.72 out of 5 points. “Collaboration with team members” had the highest average score and “professional development” the lowest. Multiple regression analysis identified that awareness of person-centered care (β=.31, p<.001), attitudes toward advance directives (β=.31, p<.001), and providing end-of-life care 11 times or more in the past year (β=.17, p=.014) significantly influenced end-of-life care competency. Conclusion: Various educational strategies that promote awareness of person-centered care and foster positive attitudes toward advance directives are needed to enhance nurses’ end-of-life care competency in long-term care hospitals. Additionally, educational programs that provide opportunities for both direct and indirect experience in end-of-life care are needed, as such programs can help establish a system to ensure the delivery of high-quality end-of-life care.

Purpose: This study explored factors that influence patient-centered care competency in nursing students. Methods: Data were collected from 184 nursing students at three university in Seoul, Gyeonggi Province, and Gangwon Province. Data were analyzed in SPSS 29.0 using descriptive statistics, t-tests, one-way ANOVA, Pearson correlation coefficients, and multiple regression analysis. Results: Nursing students obtained an above-average score (3.54 points) in patient-centered care competency. There were significant differences in sex, religion, and satisfaction with major. Patient-centered care competency was positively correlated with health literacy competency (r=.58, p<.001) and critical thinking disposition (r=.36, p<.001) but was not significantly correlated with ethical sensitivity. Factors that had an patient-centered care competency included Health literacy competency (β=.50, p<.001) significantly impacted patient-centered care competency explaining 36.0% of the effect. Conclusion: To improve nursing students' patient-centered competency, it is necessary to systematically develop and a program that can cultivate the knowledge, skills, and attitudes associated with health literacy competency.

Purpose : This study aimed to provide primary data for developing a program to enhance communication competence by identifying the patient-centered communication competency level of Intensive Care Unit (ICU) nurses and the related factors. Method : Data were collected from August 28th to October 8th, 2015, from 199 ICU nurses working in 30 tertiary hospitals. The study questionnaire included items assessing the patient-centered communication competency of ICU nurses, nursing organizational culture, types of communication, the Teamwork Measurement Tool, the Perceived Nursing Work Environment tool, and the Wong & Law Emotional Intelligence Scale. The collected data were analyzed using descriptive statistics, a correlation test, and a multiple regression. Results : The ICU nurses' mean score on patient-centered communication competency was 3.97 points. The factors influencing the patient-centered communication competency level of ICU nurses were professionalism (p =.002), innovation-oriented organizational culture (p =.015), and emotional intelligence (p<.001). These variables explained 42.2% of the total variance in the patient-centered communication competency of ICU nurses. Conclusion : These findings suggest the need for developing a patient-centered communication competency improvement program that focuses on improving ICU nurses' professionalism and emotional intelligence, and facilitates the creation of an innovation-oriented organizational culture.

본 연구는 간호대학생의 인간중심간호 역량에 영향을 주는 요인을 파악하기 위한 연구이다. D시에 소 재하는 2개 대학 간호대학생 294명을 대상으로 2019년 9월 1일부터 9월 25일까지 설문조사하였고, SPSS 21 프로그램을 이용하여 분석하였다. 간호대학생들의 비판적 사고성향은 5점 만점에 3.72점, 대인관계능력은 5점 만점에 3.90점, 인간중심간호 역량은 5점 만점에 4.01점이었다. 전공만족도가 높은 학생들이 낮은 학생에 비해 비판적 사고성향, 대인관계능력, 인간중심간호 역량 수준이 높았으며, 인간중심간호 역량은 비판적 사고성향, 대인관계능력과 순 상관관계에 있었다. 인간중심간호 역량에 미치는 요인은 비판적 사고성향, 대인관계능력, 학 년임을 확인하였으며(F=20.103, p<.000), 변인들의 설명력은 33%이었다. 간호대학생의 인간중심간호 역량 향상 을 위해서는 비판적 사고성향, 대인관계능력을 향상시킬 수 있는 교과내외의 다양한 프로그램개발과 적용이 필요하다.

This study was to identify the factors influencing the person centered care competency in nursing students. Data were conducted on 294 nursing students from September 1st to 25th 2019. The mean score of critical thinking disposition was 3.72, the interpersonal relationship was 3.90 and person centered care competency was 4.01. Nursing students with high degree of major satisfaction had higher level of critical thinking disposition, the interpersonal relationship and person centered care competency than students with low degree. Significant factors influencing person centered care competency were critical thinking disposition, the interpersonal relationship and grade which explained 33%. The programs that develop critical thinking disposition and interpersonal relationship are necessary for college nursing students in order to promote person centered care competency.

Purpose : This study aimed to identify factors affecting person-centered care competency among nursing students. Methods : The study employed a cross-sectional design. Participants were 122 nursing students from two universities in South Korea. Data were collected using self-report questionnaires in March 2025 and analyzed using descriptive statistics, independent t-tests, one-way ANOVA, Pearson's correlation coefficients, and multiple regression analysis. Results : Significant positive correlations between person-centered care competency and empathy (r=.39, p<.001), interpersonal competence (r=.36, p<.001), and nursing professionalism (r=.36, p<.001) were found. Additionally, the factors affecting person-centered care competency were empathy (𝛽=.26, p=.005), interpersonal competence (𝛽=.25, p=.003), and nursing professionalism (𝛽=.22, p=.015) (adj. R²=0.24, F=8.59, p<.001). Conclusion : Based on the results of this study, future efforts should focus on the development and implementation of comprehensive education and training programs that enhance empathy, strengthen interpersonal communication skills, and reinforce professional identity in nursing, to ultimately improve person-centered care competency among nursing students.

본 연구는 교사가 과정 중심 평가에 대한 스스로의 이해와 실천을 도모할 수 있도록 돕는 과정 중심 평가 역량 진단도구를 개발하고자 하였다. 연구자는 과정 중심 평가 관련 문헌을 체계적으로 분석하고, 연구자 3인, 과정 중심 평가 수석 교사 1인, 교사 3인, 교수자 3인의 검토 과정을 거쳐 내용 타당도를 확보한 진단도구 초안을 개발한 후, 교사 130명의 설문조사 결과를 토대로 탐색적 요인분석, 확인적 요인분석을 거쳐 모델 적합도, 판별타당도와 집중타 당도, 신뢰도를 확보한 과정 중심 평가 역량 진단도구 20문항을 최종적으로 개발하였다. 개발된 과정 중심 평가 진단도구는 과정 중심 평가의 추상성을 구체화하고, 과정 중심 평가에 대한 교사의 이해도와 적용력을 높여 과정 중심 평가가 현실화 되는 데 도움을 줄 수 있을 것이다. 또한 교사 스스로 과정 중심 평가 역량을 진단하고 분석할 수 있게 하여 학생 평가 역량을 환류하는 데 기여할 수 있을 것으로 판단된다. 개발된 진단도구는 지역·학교 급· 교과목·경력·성 별 과정 중심 평가 역량의 차이를 확인하는 연구, 교사의 과정 중심 평가 역량을 향상시킬 수 있도록 돕는 연수 프로그램 개발 등에 활용될 수 있음을 제언한다.

This study is to develop a measurement tool named T-PEC(Teacher’s Process-centered Evaluation Competency) which helps teachers understand and practice process-centered evaluation. Researchers analyzed literatures related to process-centered evaluation, and developed a draft version of a measurement tool that secured content validity after discussing with three researchers, one principle teacher of process-centered evaluation, three teachers and three professors, and then executed Exploratory Factor Analysis(EFA)/confirmative Factor Analysis(CFA) based on the survey result of 130 teachers, and finally developed a measurement tool which consists of 20 questions with securing model fit, convergent validity, discriminant validity, and reliability. The measurement tool may help process-centered evaluation become a reality by making the abstractness of process-centered evaluation more concrete and by increasing teacher’s understanding and application of process-centered evaluation. In addition, it is expecting that teachers can diagnose and analyze the competency of process-centered evaluation by themselves, thus contributing to feedback of teacher’s evaluation ability. This study suggests that developed measurement tool can be used to check differences in the competency of process-centered evaluation by region, school-level, specific subject, teacher’s career, gender, and can be used to develop training programs to help teachers improve their ability to conduct process-centered evaluation.

본 연구는 돌봄효능감과 인간중심간호역량간의 관계에서 간호전문직관의 매개 및 조절 효과를 확인하기 위해 시도되었다. 간호대학생을 대상으로 2020년 11월부터 12월까지 수집된 자료 중 새로운 가설을 도출하여 4학년 간호대학생 229명의 자료를 이차분석한 서술적 상관관계연구이다. 수집된 자료는 SPSS 26.0 program을 사용하여, 기술통계, T-test, ANOVA, Pearson’s correlation coefficient, Multiple regression을 통해 분석하였으며, 매개효과의 유의성을 확인하기 위해 Sobel 검정을 실시하였다. 연구결과, 간호전문직관은 돌봄효능감과 인간중심간호역량 간의 관계에서 부분매개효과 (z=4.27, p<.001)를 나타냈으나 조절효과는 없었다. 이상의 결과를 바탕으로 간호대학생의 인간중심간호역량을 증진시키 기 위해서 돌봄효능감의 향상과 더불어 올바른 간호전문직관 확립을 위한 노력을 강화할 필요성을 제언한다.

The purpose of this study is to identify the moderating and mediating effects of nursing professionalism in the relationship between caring efficacy, and person-centered care competency. A descriptive correlational research designutilizing secondary data analysis was adopted. Data collection was conducted from November 2020, to December, and the participants were 229 senior nursing students. The data were analyzed using descriptive statistics, T-test, ANOVA, Pearson's correlation coefficients, and multiple regression analysis with the SPSS 26.0, and to confirm the significance of the mediating effect, the sobel test was performed. Nursing professionalism had a partial mediating effect (z=4.27, p<.001) in the relationship between caring efficacy and person-centered care competency but did not have moderating effects. To improve the person-centered care competency among senior nursing students, it is necessary to enhance efforts that establish apropriate nursing professionalism in addition to enhancing caring efficacy.

Purpose: The purpose of this study was to explore the perceptions of a good death, person-centered care, and empathy competency among nursing staff in long-term care facilities, examining their influence on end-of-life (EOL) care. Methods: A descriptive survey was conducted with 154 nursing staff, including nurses, nursing assistants, and care workers, from three long-term care facilities. Data were collected through structured questionnaires assessing perceptions of a good death, person-centered care, empathy competency, and EOL care. Regression and mediation analysis were performed to identify influential factors and mediation effects using the SPSS 27 program and PROCESS Macro. Results: The key factors influencing EOL care were person-centered care (β=.44, p<.001), empathy competency (β=.16, p=.028), age (β=.16, p=.013), and job type (β=-.14, p=.034). The overall explanatory power for EOL care was 41.5% (adjusted R2=.415). The mediating effect of empathy competency was statistically significant between perceptions of a good death and EOL care (β=.24, p=.002, 95% confidence interval 0.09~0.33) and between person-centered care and EOL care (β=.51, p<.001, 95% confidence interval 0.03~0.24). Conclusion: Enhancing EOL care in long-term care facilities requires improving empathy competency and person-centered care. Tailored education and interventions to strengthen empathy and professional attitudes among nursing staff are essential. Organizational support and systemic approaches are also needed to improve the quality of EOL care.

Purpose : This descriptive survey investigated the effects of clinical nurses' critical reflection competency, professional pride, and person-centered care practices on patient safety management activities. Methods : The participants were 183 clinical nurses working at a tertiary hospital in South Korea. The questionnaires consisted of the Critical Reflection Competency Scale for Clinical Nurses Professional Pride the Person-Centered Nursing Assessment Tool and Patient Safety Management Activities. The collected data were analyzed using descriptive statistics, t-tests, ANOVA, Tukey's HSD, Pearson's correlation coefficient, and multiple regression using SPSS 29.0. Results : The mean score for patient safety management activities was 4.65±0.34 out of 5. There were significant differences in patient safety management activities according to age (F=3.90, p =.010), education level (t=-2.56, p =.013), total work experience (F=3.87, p =.010), and the number of healthcare accreditation system experiences (F=5.22, p =.006). Patient safety management activities were positively correlated with critical reflection competency (r=.337, p <.001), professional pride (r=.271, p <.001), and person-centered care practices (r=.399, p <.001). The results indicated that person-centered care practices affected patient safety management activities (𝛽=.358, p <.001) with the explanatory power of 22.5%. Conclusion : To improve clinical nurses' patient safety management activities, it is necessary to develop participatory educational programs that can integrate skills and attitudes based on conceptual knowledge of person-centered care. Intervention studies are needed to test the effect of person-centered care on patient safety when applied in clinical practice.

본 연구는 어린이집 유아반 교사가 인식하는 놀이 중심 교육과정 실행 역량에 대한 중요도와 수 행도를 분석하는 데 목적을 두었다. 연구 대상은 서울, 경기, 인천의 수도권에 소재한 어린이집의 3-5세 유아반 교사 203명으로 유수정(2021)의 ‘유아교사의 놀이 중심 교육과정 실행 역량’ 검사도구 를 활용하여 조사하였다. 자료는 t-검증과 중요도-수행도 분석(IPA)을 실시하였다. 연구결과 교사가 인식하는 놀이 중심 교육과정에 대한 중요도와 수행도는 모든 하위 영역에서 유의미한 차이가 있는 것으로 나타났다. 이는 놀이 중심 교육과정의 중요성의 인식과 실제 수행 간의 차이가 있음을 의미 한다. 또한, IPA 분석 결과 중점 개선 영역은 나타나지 않았으며, 놀이에 대한 이해, 국가 수준 유아 교육과정에 대한 이해, 놀이 환경 지원, 관찰 기록 및 평가, 전문성 함양 영역에서 중요도와 수행도 가 모두 낮게 나타나 점진적인 개선이 필요함을 시사한다.

This study aimed to analyze the importance and performance of the play-centered curriculum implementation competency recognized by early childhood teachers. The subject of this study were 203 teachers in charge of childhood classes aged 3-5 at daycare centers in Seoul, Gyeonggi, and Incheon. The survey was conducted using the "Play-centered Curriculum Implementation Competency of Early Childhood Teachers" tool by Yoo Soo-jeong(2021). For data were analyzed using t-test and importance-performance analysis(IPA). As a result of the study, it was found that there were significant differences in the importance and performance of the play-oriented curriculum recognized by teachers in all sub-areas. This means that there is a difference between the perception of the importance of the play-oriented curriculum and the actual performance. In addition, the IPA analysis results did not reveal key areas for improvement, and it suggests that there is a need for gradual improvement as the importance and performance levels in the areas of understanding play, understanding the national early childhood education curriculum, supporting play environments, observation records and evaluation, and professional development are all shown to be low.

이 연구의 주된 목적은 NCS 학습모듈을 활용한 학습자 중심의 교수학습방법을 ‘사무행정’ 과목 에 적용하였을 경우, 학습자 중심의 교수학습 방법이 학생들의 사무행정 능력에 미치는 영향이 어 떠한지를 전통적인 수업방법과 비교하여 분석하는 것이다. 이 연구의 목적을 달성하기 위한 연구문제는 다음과 같다. 첫째, ‘NCS학습모듈을 활용한 학습자 중심의 교수·학습 방법’은 ‘학생들의 사무행정 실무능력’에 영향을 미치는가? 둘째, 학생들의 배경변인에 따라 ‘NCS학습모듈을 활용한 학습자 중심의 교수·학습방법’이 ‘학생 들의 사무행정실무능력’에 미치는 영향은 차이가 있는가? 연구 결과, 학습자 중심의 교수·학습방법이 학생들의 사무행정 실무능력 향상에 영향을 미쳤으 며, 학습자 중심의 교수·학습방법을 적용한 실험집단이 교수자 중심의 교수·학습방법을 진행한 통 제집단보다 사무행정 실무능력이 크게 향상되었다는 점을 발견할 수 있었다. 이 같은 연구 결과는 향후에 특성화고등학교에서의 교수·학습방법이 어떤 방향으로 개선되어야 하는지에 대한 의미 있 는 시사점을 제공해 준다. 2018학년도부터 NCS(국가직무능력표준) 기반 교육과정인 ‘2015 개정 고등학교 교육과정’이 특성 화고등학교에 전면적으로 적용된다. 그리고 제4차 산업혁명의 도래와 함께 교육의 패러다임이 변해 야 하는 시점에 있다. 이 같은 시점에서 특성화고등학교 교수·학습방법이 전통적인 교사 위주의 설 명식, 일방 전달식 교육으로만 진행될 경우, 특성화고등학교의 교육 경쟁력을 제고하기 어려울 것 이다. 따라서 특성화고등학교에서의 교수·학습방법은 지금과는 다른 방식으로 변해야 한다. 그리고 그 변화의 방향은 학습자 중심의 교수·학습방법이어야 한다는 점을 이 연구는 시사해 주고 있다.

The main purpose of this study is to investigate the influence of learner-centered teaching and learning methods on students' administrative competency when applying the learner-centered teaching and learning method using NCS learning module to 'office administration'. The research problems to achieve the purpose of this study are as follows. First, does the 'learner-centered teaching and learning method using the NCS module affect the students' competency to work in office administration? Second, according to the background variables of the students, how is the effect of the 'learner-centered teaching and learning method using the NCS module on the students' incompetence of the office administration office? The results of this study showed that the learner-centered teaching and learning methods influenced the improvement of the students' office administration competency, and the experimental group applying the learner-centered teaching and learning methods were more effective than the control group. The results of this study provide meaningful implications for future direction of the teaching and learning methods in the specialization high school. Starting in 2018, the '2015 Revised High School Curriculum', an NCS-based curriculum, is applied to the commercial high school. And the paradigm of education has to change with the advent of the Fourth Industrial Revolution. It is difficult to improve the competitiveness of commercial high schools if the method of teaching in Commercial high school is conducted only by a traditional teacher-centered explanatory expression and one-way communication. Therefore, the teaching and learning methods in the commercial high school should change in a different way. This study suggests that the direction of change should be learner–centered teaching.

본 연구의 목적은 예비교사들이 개발한 수학교과 중심의 STEAM 수업 자료와 수업 자료를 개발하는 과정에서 겪었던 어려움을 분석하여 예비교사들의 STEAM 수업 자료 개발 역량 함양에 대한 시사점을 도출하는 것이다. 이를 위해 2022년도 1학기에 ｢창의융합교육의 이해｣강좌를 운영하였고 예비교사들이 개발한 5종의 STEAM 수업 자료와 2개의 팀을 대상으로 실시한 면담 자료를 수집하였다. 이를 STEAM 교육 목표, STEAM 활동과정, STEAM 평가, STEAM 교육 적용 영역에서 분석한 결과, 과학기술의 흥미와 이해, 창의적 설계 과정, 평가 영역의 다양성 등의 분석 요소에 대한 기준에는 다소 미흡하였고, 개발하는 과정에서도 해당 요소를 충족시키기에 어려움을 겪은 것으로 나타났다. 따라서 STEAM 수업 자료를 개발할 때는 예비교사들에게 이러한 요소의 중요성을 정확하게 인식하도록 하여 단계적, 점진적으로 STEAM 수업 자료를 개발할 수 있는 기회와 학교 현장과 연계된 프로그램을 통하여 STEAM 교육을 실행해 볼 수 있는 실제적인 경험을 제공하는 것이 필요하다.

The purpose of this study is to analyze the STEAM instructional materials centered on mathematics developed by pre-service teachers and the difficulties they experienced in the process of developing the instructional materials and to derive implications for their ability to develop STEAM instructional materials. To this end, the course “Understanding Creative Convergence Education” was operated in the first semester of 2022, and five types of STEAM teaching materials developed by pre-service teachers and focus group interview data from two teams were collected. As a result of analyzing the collected data in the areas of STEAM education goals, STEAM activity processes, STEAM evaluation, and STEAM education application, it was found that the criteria for analysis elements such as interest and understanding of science and technology, creative design process, and diversity of evaluation areas were somewhat insufficient, and it was difficult to meet these elements in the development process. Therefore, when developing STEAM instructional materials, it is necessary to provide pre-service teachers with an opportunity to develop STEAM instructional materials in a step-by-step and gradually manner by having them accurately recognize the importance of these elements, and to provide them with practical experience in implementing STEAM education through programs linked to school field.

본 연구는 유아교육 현장에서 유아․놀이 중심 2019 개정 누리과정을 실행할 때 필요한 유아교 사 핵심역량을 개발하여 이를 유아교육과의 교육과정에 반영하기 위한 목적으로 수행되었다. 이를 위해 총 4단계의 연구절차가 수행되었다. 1단계에서는 영유아교사의 핵심역량에 관련된 국내ㆍ외 문헌을 분석하여 핵심역량을 도출하였고, 2단계에서는 영유아교육기관 원장(11명), 대학교수(4명), 유치원 교사(13명)을 인터뷰하여 2019 개정 누리과정을 수행하는데 필요한 역량과 학과의 특성화 방향을 반영하여 핵심역량을 개선하고 수정하였다. 이후 3단계에서 B시, U시, G도의 영유아교사 150명을 대상으로 핵심역량의 필요도에 대한 설문 조사를 실시하고 이 중 누락된 답변이 없는 124 부의 요구도가 분석되었다. 수집된 데이터를 기반으로 Borich 요구도와 The Locus for Focus Model을 분석하였고, 각 분석에서 제시된 핵심역량의 우선순위를 고려하여 10개의 핵심역량을 선정하였다. 이후 유아교육과의 인재상과 연구 결과를 반영하여 유아교사 핵심역량으로 교직윤리, 의사소통, 영유아이해 및 지도, 영유아교수학습, 교육평가의 이해 및 활용, 영유아교육 기관 운영, 창의적 문제해결력, 예술적 감수성의 8개 핵심역량을 확정하고 전문가 안면타당도를 검증하여 최 종 8개의 유아교사 핵심역량을 선정하였다.

The purpose of this study was to design a core competency model for Early Childhood Education teachers that reflects the 2019 Nuri Curriculum. For the study, four steps of research were carried out. In step 1, core competencies were derived by analyzing domestic and foreign literature related to the core competencies of the Early Childhood Education teachers, and in step 2, core competencies were improved and modified by interviewing the heads of Early Childhood Education institutions (11), kindergarten teachers (13) and university (4). Subsequently, a survey was conducted with 150 Early Childhood Education teachers in B, U and G provinces on the need for core competencies, and 124 of these were analyzed without any missing answers. In step 3, based on the collected data, the Borich needs assessment and The Locus for Focus Model were analyzed, and based on these results, core competencies of Early Childhood Education teachers were finally determined. In step 4, facial validity was verified by experts. Following the facial validity, eight core competencies: teaching ethics, communication skills, understanding and guidance of young children, teaching and learning for young children, understanding and utilization of educational evaluations, operation of early childhood education institutions, creative problem solving, and artistic sensitivity were confirmed.

본 연구는 우리나라 국가 수준 교육과정에서 역량이 강조됨에 따라 2022 개정 사회과 교육과정 지리 영역에나타난 변화의 성격을 밝히는 것이다. 본 연구의 결과는 다음과 같이 제시할 수 있다. 첫 번째로 역량의 개념은직업교육에 출발해 영역 일반적인 성격과 영역 특수적인 성격의 개념으로 발전해 왔다. 두 번째로 영역 일반성이강조된 역량의 개념은 DeSeCo 프로젝트와 Education 2030을 통해 학교 교육에 적용하기 위한 핵심역량의개념으로 발전했다. 세 번째로 영역 일반성이 강한 핵심역량이 2022 개정 사회과 교육과정 지리 영역에 반영됨에따라 중학교 지리 영역이 이전 교육과정과 달리 지역 지리 중심으로 재편되었다. 이와 같은 변화의 성격은 다음과같다. 우선, 지역 지리의 구체적인 지리적 사상은 추상적인 핵심역량의 외부적 요구 조건을 형성하는 데 상대적으로용이한 교수⋅학습의 맥락을 제공할 수 있다. 다음으로 지역 지리는 핵심역량을 활용한 탐구 학습을 설계하는데활용성이 높다. 마지막으로, 지역 지리에 포함된 지리적 사상을 교수⋅학습하기 위한 지리적 개념의 학습이 약화되었으며, 지역 지리 학습에서 답사 및 GIS 활용에 관한 고려가 요구된다.

This study aims to reveal the characteristics of changes in the geography education of the 2022 revised social studies national curriculum as competency is emphasized in Korea's national level curriculum. The results of this study can be presented as follows. First, the concept of competency started from vocational education and has developed into a domain-specific and domain-general concept. Second, the concept of competency with domain generality was developed into the concept of key competency to be applied to school education through the DeSeCo project and Education 2030. Third, as key competencies with strong domain generality were reflected in the geography education of the 2022 revised social studies national curriculum, the middle school geography education was reorganized to focus on regional geography, unlike the previous curriculum. The characteristics of this change are as follows. First of all, the specific geographical objects and phenomena of regional geography can provide a teaching and learning context that makes it relatively easy to form external requirements for abstract key competencies. Next, regional geography is highly useful in designing inquiry learning using key competencies. Lastly, the learning of geographical concepts for teaching and learning geographical objects and phenomena included in regional geography has been weakened. Also field work and GIS Tools could be helpful for learning of regional geography.