Earticle

이 연구는 불가리아 소피아대학교 한국학과에서 한국어를 교육하는 현지인 교사의 교육 경험을 살피는 데 목적이 있다. 이를 위해 본 연구자는 2018년 1월에 교사 5명을 대상으로 인터뷰를 진행했다. 이에 대한 분석은 질적 연구의 한 방법인 내러티브 분석을 통해 이루어졌다. 먼저 이 연구는 연구참여자들이 일하는 불가리아 소피아대학교의 한국어 교육의 역사와 현황을 검토했으며, 본 연구의 이론적 기반과 연구 방법을 기술했다. 그리고 한국어 교사의 내러티브를 분석하여 교육 경험을 고찰했다. 한국어 교사의 교육 경험은 ‘교직에서 느끼는 만족감과 실망, 약 주고 병 주는 한류, 알찬 교육을 위한 노력, 교육 능력 향상을 위한 노력, 한국학과의 미래에 대한 헌신’으로 분석되었다. 이 연구는 불가리아에서 진행되는 한국어 교육을 이해하고 현지 한국어 교사의 삶과 교육 철학을 이해하는 데 기여할 것이며, 외국에서 한국어를 교육하는 현지인 한국어 교사에 관해 수행된 미진한 연구를 보충하여 한국어교육의 연구 영역을 넓힌다는 점에 의의가 있다.

This study investigates the educational experience of Bulgarian teachers of Korean language at the Department of Korean Studies, Sofia University, Bulgaria. To this end, the researcher conducted interviews with five teachers in January 2018. The study was conducted through narrative analysis, which is a method of qualitative research. In this study, the researcher first examined the history and current status of Korean-language education at Sofia University, where the teachers participating in this study work, and described the theoretical basis and methodology of the research. Further, the researcher investigated the Korean-language teachers’ educational experience by analyzing their narratives with regard to the following factors: “satisfaction and disappointment in teaching,” “the rendering of the Korean wave along with its problems and solutions,” “endeavors to impart good education,” “efforts to improve their teaching abilities,” and “dedication to the future development of the Korean department.” This study will contribute to our understanding of Korean-language education in Bulgaria and the life and educational philosophy of Korean-language teachers there. Further, this study significantly extends the research on Korean-language education by supplementing the limited extant research on Korean-language teachers in foreign countries.

This research is a foundational study aimed at understanding 4-year university students engaged in on-campus work from various perspectives and proposing educational and supportive institutional policies. The research data were extracted using the 4th Korean Education and Employment Panel Survey (KEEP) in 2019. The study focused on students who experienced on-campus part-time work among those who enrolled in a 4-year university in South Korea in 2019. Hierarchical cluster analysis was conducted using on-campus work hours, off-campus work hours, and total work hours as variables, revealing four statistically classified groups. Firstly, the minimum work group consisted of individuals with the highest economic status, who only experienced on-campus work for a minimal amount of time. Secondly, the on-campus and off-campus work combined group concurrently engaged in on-campus and substantial off-campus work, with lower education satisfaction compared to other groups. Thirdly, the on-campus work concentration group generally had higher education satisfaction. Lastly, the maximum work group represented individuals with the lowest household economic status, dedicating the most time to on-campus work. No significant differences were found among the four groups in terms of academic achievement. Based on these research findings, suggestions were made for the development of university-level supportive policies for on-campus working students and future research tasks.

본 연구는 교육대학원에서 초등영어교육 전공으로 석사 및 박사학위를 취득한 교사 들의 초등학교 영어교육 경험과 자신의 전문성에 관한 인식을 조사하였다. 본 연구에 는 초등학교에서 영어를 가르치고 있는 7명의 교사가 참여하였으며 이 가운데 2명은 박사학위를 취득하였다. 연구 자료는 설문조사와 서면인터뷰 문항을 통하여 수집하였 으며 주제별로 재구성된 논의를 통하여 결과를 도출할 수 있었다. 연구 참여자들은 주 로 영어 교수법 신장을 목적으로 대학원에 진학하였으며, 대학원 과정을 통해 영어교 육에 대한 이론과 실제의 시야를 넓힐 수 있었고, 보다 자신 있게 영어를 가르칠 수 있 게 되었다. 참여 교사들 대부분은 영어교육 전문성 신장에 대한 강한 동기가 있었으며 초등영어교육에 기여할 수 있는 역할이 있음에 보람을 느끼기도 하였다. 하지만 초등 영어교육 전공으로 학위를 취득하고도 영어를 가르치는 상황은 반드시 강한 동기와 열 정만으로 진행되는 것은 아니었으며 다른 다양한 변수가 개입되어 어려움을 겪기도 하 였다고 하였다. 교사들은 초등영어교육자로서 자신들의 전문성 신장을 위하여 필요한 요소들에 대하여 다양한 의견을 제시하였다. 이러한 결과를 바탕으로 미래의 초등영어 교사들과 이들이 전문성을 발휘하기 위하여 필요한 쟁점들에 관한 몇 가지 제언이 제 시되었다.

This study investigated the experiences of elementary school English education and their perception of professionalism of teachers who obtained master's and doctoral degrees in elementary school English education at the Graduate School of Education. Seven teachers teaching English in elementary schools participated in this study, and two of them obtained doctoral degrees. Research data were collected through questionnaires and written interview questions, and results could be derived through reorganized discussions by topic. Teachers entered the Graduate School of Education mainly to improve their English teaching methods. Teachers said that they were able to broaden their perspectives on the theory and practice of English education and teach English more confidently through the graduate course. Most of the participants had a strong motivation to increase their professionalism in English education and felt rewarded for their role in contributing to elementary English education. However, even after earning a degree, teaching English is not necessarily driven by a strong desire and enthusiasm, and many other variables have also been involved and have been challenging. Teachers also offered various opinions on the elements needed to enhance their professionalism as elementary English educators. Based on these results, several suggestions were made on issues necessary for future English elementary school teachers to demonstrate their professionalism.

본 연구는 교육대학원에서 초등영어교육 전공으로 석사 및 박사학위를 취득한 교사 들의 초등학교 영어교육 경험과 자신의 전문성에 관한 인식을 조사하였다. 본 연구에 는 초등학교에서 영어를 가르치고 있는 7명의 교사가 참여하였으며 이 가운데 2명은 박사학위를 취득하였다. 연구 자료는 설문조사와 서면인터뷰 문항을 통하여 수집하였 으며 주제별로 재구성된 논의를 통하여 결과를 도출할 수 있었다. 연구 참여자들은 주로 영어 교수법 신장을 목적으로 대학원에 진학하였으며, 대학원 과정을 통해 영어교 육에 대한 이론과 실제의 시야를 넓힐 수 있었고, 보다 자신 있게 영어를 가르칠 수 있 게 되었다. 참여 교사들 대부분은 영어교육 전문성 신장에 대한 강한 동기가 있었으며 초등영어교육에 기여할 수 있는 역할이 있음에 보람을 느끼기도 하였다. 하지만 초등 영어교육 전공으로 학위를 취득하고도 영어를 가르치는 상황은 반드시 강한 동기와 열 정만으로 진행되는 것은 아니었으며 다른 다양한 변수가 개입되어 어려움을 겪기도 하 였다고 하였다. 교사들은 초등영어교육자로서 자신들의 전문성 신장을 위하여 필요한 요소들에 대하여 다양한 의견을 제시하였다. 이러한 결과를 바탕으로 미래의 초등영어 교사들과 이들이 전문성을 발휘하기 위하여 필요한 쟁점들에 관한 몇 가지 제언이 제시되었다.

This study investigated the experiences of elementary school English education and their perception of professionalism of teachers who obtained master's and doctoral degrees in elementary school English education at the Graduate School of Education. Seven teachers teaching English in elementary schools participated in this study, and two of them obtained doctoral degrees. Research data were collected through questionnaires and written interview questions, and results could be derived through reorganized discussions by topic. Teachers entered the Graduate School of Education mainly to improve their English teaching methods. Teachers said that they were able to broaden their perspectives on the theory and practice of English education and teach English more confidently through the graduate course. Most of the participants had a strong motivation to increase their professionalism in English education and felt rewarded for their role in contributing to elementary English education. However, even after earning a degree, teaching English is not necessarily driven by a strong desire and enthusiasm, and many other variables have also been involved and have been challenging. Teachers also offered various opinions on the elements needed to enhance their professionalism as elementary English educators. Based on these results, several suggestions were made on issues necessary for future English elementary school teachers to demonstrate their professionalism.

본 연구에서는 화장품 브랜드 매장의 체험특성이 브랜드 가치와 매장 내 제품 기대를 통해 구매의도에주는 영향을 확인하고자 하였다. 또한 성별의 조절효과를 밝힘으로써 화장품 브랜드 매장의 체험에 관한이론적 연구를 보완하고 실무적 시사점을 제공하고자 하였다. 먼저, 매장 내 체험특성으로서 교육적 체험, 심미적 체험, 유희적 체험을 제시하였으며, 이러한 체험특성들이 브랜드 가치와 매장 내 제품에 대한 기대에 주는 영향, 브랜드 가치와 기대가 매장 내 제품에 대한 구매의도에 주는 영향을 가정하였다. 화장품 브랜드 매장 방문 경험이 있는 소비자들을 대상으로 279부의 데이터를 수집하였고, 이를 구조방정식 분석에이용하였다. 검증결과, 체험특성 모두 브랜드 가치와 매장 내 제품 기대에 긍정적 영향을 주는 것으로 나타났고, 브랜드 가치는 기대에 긍정적 영향을, 그리고 브랜드 가치와 매장내 제품 기대는 매장 내 제품 구매의도에 긍정적 영향을 주는 것으로 나타났다. 마지막으로 조절효과 검증에서는 유희적 체험이 브랜드 가치에 주는 영향이 남성에게서 더 큰 것으로 나타났고, 교육적 체험과 심미적 체험이 매장 내 제품 기대에주는 영향은 여성에게서 더 큰 것으로 나타났다. 이러한 결과는 화장품 브랜드 매장 체험연구의 이론적 확장에 기여하고 있으며, 화장품 매장의 체험마케팅에 있어 전략적 시사점을 제공하고 있다.

The purpose of this study was to examine the influence of experience characteristics of cosmetics brand stores on purchase intention through brand value and product in-store expectations. In addition, by identifying the effects of gender regulation, the study aimed to supplement theoretical studies and to provide practical implications on the experience of cosmetics brand stores. First, we presented educational experiences, aesthetic experiences, and playful experiences as experience characteristics in stores. And we assumed the effect of these experience characteristics on the brand value and the expectation of the product in the store, and the effect of the brand value and the expectation on the purchase intention of the product in the store. 279 data were collected from consumers who had visited cosmetics brand stores, and we analyzed them using structural equation analysis. As a result, both experience characteristics have positive effects on brand value and in-store product expectations, and brand value has positive effects on expectations. In addition, brand value and in-store product expectations have a positive effect on in-store product purchase intention. In moderating effects of gender, the effect of playful experience on brand value is greater in male group, and the impact of educational and aesthetic experience on product expectations is greater in female group. These results contribute to the theoretical expansion of experience research on cosmetic brand stores, and provide strategic implications for experience marketing of cosmetic stores.

10, 2015 September 01, from research on infection control practices intended for dental hygienists working in dental clinics in Busan, Gyeongnam in 2015 to 10 30th is as follows. 1. Wash hands before care about the dental clinic with an average 2.71 point (t=-4.67, p<.001), surgical operations (F=8.54, p<.001), B hepatitis jeopjongsil when (t=7.14, p<0.001) showed a significant difference in infection-related educational performance (t=9.95, p<.001). 2. Wear latex gloves average dental clinic (t=-6.66, p<.001) with 2.56 points, surgical operations (F=10.46, p<.001), B hepatitis vaccination (t=8.53, p<.001 ), it showed a significant difference in infection-related education experience performed (t=8.65, p<.001). 3. Replace the degree of dental apron Hospital (t=-8.40, p<.001) with the overall average of 2.69 points out of three surgical operations (F=5.50, p<.01), B hepatitis vaccination performed (t=7.71, p<.001), showed a significant difference in infection-related education experience of (t=7.75, p<.001). 4. All instruments disinfection and sterilization of dental hygienists are using an average of 2.66 points showed that all the instruments disinfection and sterilization is always used. 30 years of age (F=4.53, p<.05), the dental clinic (t=-6.15, p<.001), surgical operations (F=10.73, p<.001), B hepatitis vaccination performed (t=8.03 , p<.001), showed a significant difference in infection-related education experience of (t=11.04, p<.001). 5. Dental Clinic dental hygienist was a high degree of infection control practice, showed significant differences depending on the employer (t=-7.75, p<.001). Surgical operations (F=15.93, p<.001), B hepatitis vaccination (t=11.05, p<.001), showed a significant difference in infection-related education experience of (t=12.86, p<.001). Infection control practice of dental hygiene as described above usually was, dental, hospital, surgical services, B hepatitis vaccination carried out, the higher the degree of infection control practice dental hygiene in infection-related education experience. Action is also required infection control practices and the importance for low-masks, protective equipment, medical gowns replaced.

Purpose: This study aimed to identify differences in perceived task performance, task importance, and educational needs for novice-level tasks among neonatal intensive care unit (NICU) nurses with varying levels of clinical experience and to provide foundational data for developing systematic educational programs to strengthen the competencies of novice nurses. Methods: Participants were recruited from the NICUs of three hospitals?one university-affiliated hospital and two general hospitals located in Busan, South Korea. Using convenience sampling, 116 staff nurses with at least 3 months of NICU experience were surveyed between March and November 2025. For comparative analysis, participants were divided into three career groups based on their NICU experience: <3 years, 3?9 years, and ≥9 years. Data were analyzed using descriptive statistics, analysis of variance, and the Scheffe test with IBM SPSS ver. 25.0, and importance?performance analysis (IPA) was conducted to prioritize educational needs. Results: Across all career groups, the “direct nursing performance” domain showed the highest task performance. Novice nurses with <3 years of experience reported significantly higher performance in central line care and transfusion management than those with ≥9 years of experience. The IPA identified central line management, and transfusion management as priority areas for improvement, while vital sign monitoring, respiratory surveillance and discharge education for parents were common educational needs regardless of experience level. Conclusion: Educational programs for novice NICU nurses should focus on strengthening patient safety?related competencies and should be progressively structured with simulation and case-based learning to enhance clinical performance

Although field experience learning such as school trips is emphasized at the school site through the 2015 revised curriculum, it often ends with customary events due to problems such as safety issues. Accordingly, this study attempted to explore alternatives to that. A lot of accidents, such as the Sewol ferry accident in 2014, occurred during the field experience study operation. Therefore, by analyzing the “Safe and Educational Operation Manual of Field Experience Learning such as School Trips” of the Sejong City Office of Education, we explored student safety measures that ensure the safety of field experience learning. As a result, in order to ensure the safety of field-experience learning, it is necessary to additionally allocate experts in charge of experiential learning to the (South and North) School Support Center to perform school support work. Also, field experience learning should be operated in a small-scale and tema-type to proceed safely and educationally. Finally, local governments and 17 provincial superintendents' councils should work together to develop and disseminate field experience learning programs.

배경: 한국 사회가 점점 다문화 사회로 변화하고 외국인 학습자의 수가 지속적으로 증가함에 따라 한국어교육 현장 또한 더욱 다양해지고 있다. 이러한 한국어교육 환경의 다변화 속에서 교사의 ‘학습자 인식’은 교사 전문성 발달의 중요한 변인으로 부각되고 있다. 목적: 본 연구는 대학교 어학당, 법무부 사회통합프로그램(KIIP), 이주배경청소년 지원기관이라는 세 가지 서로 다른 교육 상황에서 한국어교사의 경력 경험에 따라 학습자 인식이 어떻게 변화하는지를 살펴보는 데 목적이 있다. 방법론/접근: 세 가지 교육 상황에 종사하는 한국어교사 6인을 경력별(초임 대 경력)로 유의 표집하여 비교 분석한 질적 다중 사례 연구이다. 자료 수집은 사전 인지적 비계 미시적 프로빙을 결합한 1회기 고밀도 심층 인터뷰를 통해 이루어졌으며, 전사된 자료는 질적 주제 분석법을 적용하여 분석하였다. 결과/결론: 연구 결과, 한국어교사의 학습자 인식은 기관의 제도적 상황에 따라 양가적 궤적으로 분기되었다. 사회통합프로그램 교사는 학습자를 수평적 ‘동료 시민’으로, 중도입국청소년 기관 교사는 이주 트라우마 직면을 통해 ‘치유와 성장의 주체’로 재정의하는 긍정적 관점 전환을 경험하였다. 반면, 대학 어학당 교사는 유학 비자의 도구화라는 구조적 모순 속에서 학습자를 ‘도구적 체류자’로 타자화하는 냉소적 고착과 심각한 정서적 소진을 나타냈다. 결론적으로 본 연구는 교사 인지가 거시적 제도와 미시적 현장의 상호작용 속에서 형성되는 맥락 의존적 실천 지식임을 보여준다. 시사점: 본 연구는 교사 인지의 변화가 단순히 학습자와의 상호작용에 의해서만 형성되는 것이 아니라, 거시적 법·제도적 모순에 의해서도 제약받는다는 점을 밝혔다. 이에 따라 교육 현장별 특수성을 반영한 성찰 중심 교사교육 프로그램 설계의 필요성과 함께, 외국인 유학생 비자 제도의 구조적 개선이 시급함을 시사한다

Background: As Korean society becomes increasingly multicultural and the number of foreign learners continues to grow, Korean language education settings have become more diverse. As the Korean language education environment becomes increasingly diverse, teachers’“perception of learners” has emerged as a crucial variable in professional development. Purpose: This study aims to examine the shifting patterns of learner perception among Korean language teachers across three distinct educational contexts—university language institutes, the Ministry of Justice’s Korea Immigration and Integration Program (KIIP), and migrant youth support centers—based on their career experience. Methodology/Approach: This study employs a qualitative multiple-case study design analyzing six Korean language teachers across three contexts (university language institutes, social integration programs, and immigrant youth centers) stratified by career stages. Data were collected via single-session in-depth interviews embedded with cognitive scaffolding and micro-probing, and analyzed through thematic analysis. To ensure trustworthiness, the study utilized triangulation with domestic literature, member checking, and peer debriefing with qualitative research experts. Findings/Conclusions: The findings reveal that teachers’ perceptions of learners diverge into polarized pathways shaped by institutional contexts. Instructors in social integration programs redefined learners as horizontal ‘fellow citizens’, while those in immigrant youth centers viewed them as ‘agents of healing and growth’ by confronting migration trauma. Conversely, university language institute teachers exhibited a ‘cynical fixation’, othering learners as ‘pragmatic stayers’ due to structural contradictions surrounding student visas (D-4). In conclusion, this study demonstrates that teacher cognition is a context-dependent, practical knowledge dynamically restructured between macro-institutional landscapes and micro-classroom realities. Implications: This study demonstrates that changes in teacher cognition are constrained not only by interpersonal relationships with learners but also by macro-level legal and institutional contradictions. These findings suggest an urgent need for designing reflection-centered teacher training programs that reflect specific field contexts, alongside structural improvements to the international student visa system.

The purpose of this study is to analyze various issues and problems related to Korean language education inherent in the experiences of Korean teachers who teach immigrant students in public education, as well as teachers' multicultural reflection. The experiences of five Korean language teachers as research participants were collected and analyzed through in-depth interviews, and core themes were derived from five categories, and 15 major themes were classified and organized. At the beginning, a Korean language teacher entered the school with curiosity, excitement, and confidence, but was a stranger who was not welcomed, and the educational environment was unprepared. The various students who cannot speak Korean or do not want to study were stressed and uncomfortable, and at the same time, the participants expressed regret and concern for the situation of their students. The participants educated the students with recognition, praise, encouragement, and expectation, which are the core of multicultural education teaching methods, and changed educational goals. They showed pride in contributing to the growth and development of the students and Korean society, recognizing them as beings who accompany students, mediators, and becoming a home for them. While, they endured difficulties in the face of inappropriate treatment of them and system of Korean language education in public schools. This study is meaningful in that the participants partially practiced special teaching methods based on multicultural education perspective in guiding immigrant students, rediscovered the role of Korean language teachers for the students, and the importance of Korean language education. Accordingly, changes and innovations in public education for Korean language education and students were suggested.

본 연구의 목적은 한부모 자녀의 가정 내 교육적 지원, 학교에서의 교육적 경험이 학업성취에 영향을 미치는 과정에서 학생의 교육적 경험이 매개효과가 있는지, 이러한 구조적 관계에서 양부모 자녀와 차이가 있는지 검증하는 것이다. 이를 위해 한국교육개발원의 한국교육종단2005 1~7차의 자료를 활용하였다. 분석대상은 1차에서 7차까지 한부모가족 및 양부모가족으로 유지되고 있으면서 2010년 대학수학능력시험에 응시한 3,507명(한부모 310명, 양부모 3,197명)이다. 연구방법은 AMOS 21.0을 활용한 구조방정식 모형의 다집단 분석, 매개효과를 분석하기 위하여 Sobel test를 실시하였다. 분석결과는 다음과 같다. 첫째, 한부모 자녀의 수능성적, 가정 내 교육적 지원, 학교에서의 교육적 경험, 학생의 교육적 경험은 양부모 자녀보다 낮은 것으로 나타났다. 둘째, 가정 내 교육적 지원과 학교에서의 교육적 경험이 수능성적에 영향을 미치는 과정에서 한부모 자녀와 양부모 자녀 모두 학생의 교육적 경험은 매개효과가 있는 것으로 나타났다. 셋째, 총효과를 통해 수능성적에 가장 많은 영향을 미치는 변인을 살펴본 결과 한부모 자녀와 양부모 자녀 모두 학생의 교육적 경험인 것으로 나타났다. 넷째, 다집단 분석결과 가정 내 교육적 지원 및 학교에서의 교육적 경험이 학생의 교육적 경험을 경유하여 수능 점수에 영향을 미치는 모형은 양부모 자녀와 한부모 자녀 간 차이가 있는 것으로 나타났다. 이러한 연구결과를 바탕으로 한부모 자녀의 교육격차를 줄이기 위한 방안을 제시하였다.

The purpose of this study was to verify whether a student’s educational experience has a mediating effect in the process of educational support within the family and educational experience within a school affecting academic achievement of single-parent children, and the differences between children in single parent and two-parent children, using structural equation modeling. Data were obtained from the 2005(1rd)~2011(7th) of KELS2005. This study selected 3,507(310 from single parent families and 3,197 from two parent families) who have been single-parent families and two-parent families from the 1st to the 7th, and took the 2010 CSAT(College Scholastic Ability Test). Data were examined with structural equation modeling and multi-group analysis using AMOS 21.0, and mediating effects were tested using the Sobel test. The results were as follows. First, the single-parent children were reported to receive lower levels at CSAT scores, educational support within the family, educational experience within a school and student’s educational experience than the two-parent children. Second, student’s educational experience did play a mediating role in the process of the educational support within the family and educational experience within a school affecting CSAT scores regarding both single-parent children and two-parent children. Third, as a result of examining for total effect, the variable that most influenced the CSAT scores was student’s educational experience regarding both single-parent children and two-parent children. Fourth, multi-group analysis showed a statistically significant difference between single-parent children and two-parent children in structural equation modeling. Based on the results of this study, it suggested several plans to reduce the educational gap of single-parent children.

Purpose: This study is descriptive research that provides basic data to develop customized emergency education programs for strengthening the emergency coping ability of caregivers suitable for facility and home care services. Method: This study included 210 facility and 169 home care workers in S and G regions. Data collection was conducted from February 1, 2019 to March 5, 2019. The data was analyzed using a t-test, one-way ANOVA, Pearson's correlation coefficients, and Scheffe tests. Results: The emergency experience was higher in the facilities group, (90.5% in the facilities group and 70.4% in the home group), and there was a significant difference between the groups (t=25.03, p<.001). First aid knowledge was 10.41±2.81 in the facilities and 9.70±2.97 points in the home group, showing a difference between the groups (t=2.40, p=.017). The emergency coping ability was 60.57±4.76 points in the facility group and 57.53±4.18 points in the home group, which was higher in the facility group. There was a significant difference between the two groups (t=6.53, p<.001). The emergency education demand was 98.6% for the facilities group. Conclusion: These results highlight the need to develop and apply case-based emergency education suitable for the characteristics of the service and reflecting the educational needs of each type of service.

본 연구는 국내 거주 베트남 유학생을 대상으로 하여 한국학 교육 경험과 문화적응 유형에 대해 분석하였다. 국내 거주 베트남 유학생 278명을 대상으로 실시한 설문조사 를 통해 도출한 결과는 다음과 같다. 첫째, 국내 거주 베트남 유학생은 거주기간, 한국 어 능력(TOPIK)에 따라 상이한 문화적응 양상을 보였다. 유학생의 거주기간이 짧을수 록 분리와 주변화 전략이 나타났고, 한국어 소통이 원활할수록 동화와 통합 전략이 나 타났다. 둘째, 베트남 유학생이 한국에 입국 전과 후에 받는 한국학 교육 경험 유무와 기간에 따라 문화적응 전략에 차이를 보였다. 특히 입국 전 받는 한국학 교육이 문화적 응에 중요한 영향을 미치고 있었다. 셋째, 한국에 입국 전 받는 한국학 교육은 베트남 유학생의 주변화 전략에 영향을 미치고 있었고, 입국 후 받는 한국학 교육 기간이 길어 질수록 주변화 전략이 나타났다. 넷째, 베트남 유학생은 하나의 문화적응 전략을 보이 지 않고, 개개인이 처한 환경과 시기에 따라 다양한 문화적응 전략을 보이고 있었다.

This study examined the Korean studies educational experience and types of acculturation targeting Vietnamese international students in South Korea. Surveying 278 Vietnamese students, this study yielded the following results. First, Vietnamese students in Korea showed different acculturation types according to their residing time and Korean proficiency. Segregation and marginalization forms were observed among short-term residing students, and assimilation and integration were found among fluent Korean-speaking students. Second, acculturation types differed following the length of education students received before and after entering Korea. Third, the prior-entry educational experience and the length of post-entry education showed the most impact on the marginalization strategies. Fourth, Vietnamese students did not show a single form but rather various acculturation strategies according to their circumstances and residing periods.

본 연구는 국내 거주 베트남 유학생을 대상으로 하여 한국학 교육 경험과 문화적응 유형에 대해 분석하였다. 국내 거주 베트남 유학생 278명을 대상으로 실시한 설문조사 를 통해 도출한 결과는 다음과 같다. 첫째, 국내 거주 베트남 유학생은 거주기간, 한국 어 능력(TOPIK)에 따라 상이한 문화적응 양상을 보였다. 유학생의 거주기간이 짧을수 록 분리와 주변화 전략이 나타났고, 한국어 소통이 원활할수록 동화와 통합 전략이 나 타났다. 둘째, 베트남 유학생이 한국에 입국 전과 후에 받는 한국학 교육 경험 유무와 기간에 따라 문화적응 전략에 차이를 보였다. 특히 입국 전 받는 한국학 교육이 문화적 응에 중요한 영향을 미치고 있었다. 셋째, 한국에 입국 전 받는 한국학 교육은 베트남 유학생의 주변화 전략에 영향을 미치고 있었고, 입국 후 받는 한국학 교육 기간이 길어 질수록 주변화 전략이 나타났다. 넷째, 베트남 유학생은 하나의 문화적응 전략을 보이 지 않고, 개개인이 처한 환경과 시기에 따라 다양한 문화적응 전략을 보이고 있었다.

This study examined the Korean studies educational experience and types of acculturation targeting Vietnamese international students in South Korea. Surveying 278 Vietnamese students, this study yielded the following results. First, Vietnamese students in Korea showed different acculturation types according to their residing time and Korean proficiency. Segregation and marginalization forms were observed among short-term residing students, and assimilation and integration were found among fluent Korean-speaking students. Second, acculturation types differed following the length of education students received before and after entering Korea. Third, the prior-entry educational experience and the length of post-entry education showed the most impact on the marginalization strategies. Fourth, Vietnamese students did not show a single form but rather various acculturation strategies according to their circumstances and residing periods.

본 연구는 무용 프로그램이 발달장애 학습자의 정서표현 및 사회성 변화에 미치는 효과를 검증하는데 그 목적을 두었으며， 발달장애 증상을 보인 세 명의 초등학생에 대 한 치료 프로그램을 설계하고 시행하는 과정을 분석하였다. 연구내용은 1) 무용 프로그램은 발달이상 학생의 주의집중에 어떠한 영향력을 했는가? 2) 무용 프로그램은 발달이상 학생의 성적에 어떠한 변화를 주었는가? 3) 무용 프로그램은 발달이상 학생의 자아개념 발달에 어떠한 영향력을 행사했는가? 라는 세 가지 차원에서 논의되었다.

This study focuses dance (movements) on treatment activities for students' isolation. It aimed at examining effects of a dance program on emotional expression and changes in sociality among developmentally-disabled learners. Analysis was performed on the process of designing and irnplementing a treatment program for three elementary school children showing syrnptom of developmental disabilities. Discussions were held with three questions: 1) How did a dance program affect concentration among developmentally-disabled students? 2) How did a dance program change performance by developmentally-disabled students? 3) How did a dance program affect the development of self-concept among students with developmental disabilities?

본 연구는 코로나19(COVID-19) 시기 저소득 여성한부모가족이 자녀를 양육하고 교육하면서 겪은 경험을 탐색하여 사회복지실천의 함의를 찾는 데 목적이 있다. 이를 위해 눈덩이 표집방법(snowball sampling)을 활용하여 중등 학령기 이하의 자녀를 둔 한부모 10명을 모집하였으며, 일반적 질적연구방법(Generic Qualitative Research)을 활용하여 자녀 양육 및 돌봄, 부모-자녀관계, 자녀학습지도 등의 경험을 심층면접하여 분석하였다. 연구 결과, 4개의 범주와 6개의 하위범주, 16개의 주제가 도출되었다. 참여자들은 코로나19로 갑자기 재택 온라인 교육에 참여하면서 자녀 학습지도의 부담 가중, 공교육 돌봄 공백에 따른 육아 독박과 스트레스 심화, 심리적⋅정신적 건강 악화, 도움받을 수 있는 기관 부재에 따른 혼돈과 불안감 가중을 경험한 것으로 나타났다. 결론에서는 연구 결과에 나타난 저소득 한부모가족의 삶의 질 개선을 위한 사회복지실천의 함의를 논의하였다.

The purpose of this study is to find the implications of social welfare practice by exploring the experiences experienced by single-parent families of low-income women during the COVID-19 period while rearing and educating their children. To this end, 10 single parents with children under the secondary age were recruited using snowball sampling, and experiences such as child rearing and caring, parent-child relationships, and child learning guidance were interviewed in-depth using general qualitative research. As a result of the study, four categories, six subcategories, and 16 concepts were derived. Participants were found to have experienced increased burden of learning guidance for their children, intensified stress due to gaps in public education care, and increased confusion and anxiety due to the absence of institutions to be helped. In conclusion, the implications of social welfare practice for improving the quality of lives of low-income single-parent families shown in the results of this study were discussed.

본 연구는 학생과 안정적 애착 관계를 형성한 초등학교 교사는 어떤 특성을 가지고 있으며, 그들 은 학생과 애착 관계를 유지하기 위하여 어떤 노력을 하는지 살펴보는 것이 목적이다. 본 사례연 구를 위해 대구광역시 소재 초등학교 교사 6명을 대상으로 심층 면담을 통해 자료를 수집하고 이를 내용분석의 방법으로 탐구하였다. 분석 결과 학생과 안정적 애착 관계를 형성한 초등학교 교사들의 특성은 다음과 같다. 첫째, 학생 성장 중심의 교육관을 지니고 있었다. 둘째, 인성함양 과 자기주도적 학습을 강조하여 지도하였다. 셋째, 학교 적응의 개인차를 존중과 배려로 지도하 였다. 넷째, 학생과 일대일의 관계로 소통하였다. 다섯째, 학생의 안전기지가 되고자 하였다. 여섯 째, 공감적 이해로 학생과 좋은 관계를 만들어 갔다. 일곱째, 학생의 호소 문제를 적극적으로 처 리하였다. 학생과 안정적 애착 관계를 유지하기 위한 노력으로는 첫째, 교사들은 여러 곳에서 학 생 교육을 위한 아이디어를 얻고자 노력하였다. 둘째, 학부모와 진심으로 소통하기 위해 노력하 였다. 본 연구는 많은 선행연구들이 교사애착의 중요성을 강조하고 있으면서도 실제 애착관계를 학생들과 어떻게 형성할 수 있는지 방안에 대한 논의가 부족한 상황에서 학생과 안정적 애착 관 계를 형성한 교사의 경험을 심층적으로 살펴봄으로써 애착형성의 구체적인 방법을 드러내었다는 데 의의가 있다. 본 연구결과는 학생과의 관계 문제로 힘들어하는 교사 또는 저경력 교사들의 학 급운영과 관련, 교사애착을 형성하고 향상하는 데 유용한 기초자료이자 시사점을 제공할 수 있을 것이다. 본 연구결과를 바탕으로 연구의 제한점, 후속연구를 위한 제언을 논의하였다.

The purpose of this study is to examine the characteristics of elementary school teachers who have formed a stable attachment relationship with students, and what efforts they make to maintain attachment relationships with students. For this Case study, data were collected through in-depth interviews with six elementary school teachers located in Daegu Metropolitan City and explored as a method of content analysis. As a result of the analysis, the characteristics of elementary school teachers who formed a stable attachment relationship with their students are as follows. Second, character development and self-directed learning were emphasized. Third, individual differences in school adaptation were taught with respect and consideration. Fourth, it communicated with students in a one-to-one relationship. Fifth, it wanted to be a safe base for students. Sixth, I made a good relationship with the students through empathic understanding. Seventh, the student’s appeal was actively dealt with. In the effort to maintain a stable attachment relationship with students, first, teachers tried to obtain ideas for student education from various places. Second, we tried to communicate sincerely with parents. In this study, in a situation where many previous studies emphasize the importance of teacher attachment, but there is not enough discussion on how to form an actual attachment relationship with students, this study in-depth examines the experiences of teachers who formed a stable attachment relationship with students. It is meaningful in that it revealed a specific method of formation. The results of this study can provide useful basic data and implications for forming and improving teacher attachment in relation to classroom management of teachers or low-skilled teachers who are struggling with relationship problems with students. Based on the results of this study, the limitations of the study and suggestions for follow-up studies were discussed.

본 연구의 목적은 한국어교사들의 중도입국청소년 수업경험을 탐색하고 이를 통해 한국어 교사가 함양해야 할 다문화적 역량을 제안하는 것이다. 연구를 위해 2016년 9월 부터 2017년 2월까지 한국어교육기관에서 한국어 강의를 하는 교사 5명을 대상으로 이 들의 교육경험에 대해 심층인터뷰하고 이를 분석하였다. 그 결과 첫째, 교사들은 중도입 국학생들이 예의 없는 행동을 할 때가 많아 속상해하였다. 둘째, 교사들은 학생들의 학 습 진도 맞추는 것을 어려워하였다. 셋째, 교사들은 학생들이 마음 문을 열지 않아 안타 까워하였다. 넷째, 교사들은 자신들의 학생평가가 다른 기관에서 활용되지 못한다는 점 을 아쉬워하였다. 이러한 연구결과를 토대로 한국어교육현장에서 한국어교사들이 갖추 어야 할 역량에 대해 제안하였다. 이러한 연구는 한국어교사는 물론 중도입국청소년들 을 이해하고 이들에 대한 정책을 마련하는데 기초자료가 되길 기대한다.

The purpose of this study is to examine the teaching experiences of Korean language teachers for immigrated youths from China in Korean and to suggest the ways to improve the multicultural competence of Korean language teachers. Therefore, this study conducted and analyzed in-depth interviews on the education experiences from 5 Korean language teachers at Korean language institutions from September 2016 to February 2017. The results of the analysis are as follow: First, teachers were upset because immigrant youths behaved rudely. Second, it was difficult for teachers to control the progress of students. Third, teachers were sad because students did not open their hearts. Fourth, teachers felt the lack, because their student’s evaluation result could not be used in other institutions. Based on these findings, suggestions for the competence of Korean language teachers were provided. We hope that the results of this research result provide the basic information for understanding immigrant youths and providing the policies for them.

This research is to study on the children educational Experience of North Korean Female Defectors in south Korea to Ethnography Methodology. A total of 15 female North Korean defectors were interviewed from June to July in 2013, to investigate the problems they face regarding their efforts to family lives and how these problems are interconnected. North Korean Female Defectors in south Korea are complicated due to the different types of spouses or poor marital status, income form the minimum cost of two, three job in the form of labor, almost entirely in charge of responsible for child rearing and the other in as a result of the child-rearing methods that can be generated and neglect issues, child's homework and tutoring in a state of neglect, such as child support to pay for the burden of child-rearing that gave a noticeable phenomenon. This research is expected to promote the policy effectiveness and validity of current policies by reflecting the needs of the female North Korean defector community.