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The development of Information and Communications Technology (ICT) has changed the manner in which English teachers are taught as instructors, as well as English language learners. Online-related technology, a product of development of ICT technology, is used for various purposes such as training teachers and enhancing professionalism of current teachers to practice more efficient training. The purpose of this study is to extract common domains and sub-domains related to development of cyber-type in-service training (INSET) through domestic and international case analyses and to develop content areas of INSET using cyberspace or efficient online INSET programs. To accomplish the purpose of this study, domestic and foreign cases were analyzed in relation to direction of development of online English teacher training programs.

Since 1996, the technical subjects of Engineering Technology (TK), Engineering Drawing (LK) and Inventions (RC) have been introduced as elective subjects for Form 4 and Form 5 students. Examination results for TK, LK and RC from 2006 to 2010 in the Sijil Pelajaran Malaysia (SPM) [Secondary School Examination] were less encouraging. Data from the Ministry of Education also show a decline in students’ enrolment in TK, LK and RC between 10 to 17 percent from 2009 to 2011. Therefore, it is critical that this research was conducted to assess the planning and implementation of these subjects using a modified CIPP evaluation model –Context, Input, Process and Product (CIPP) by Stufflebeam et al. (1971). Thus, the purpose of this article was to report the results of an evaluative study on staff training among administrators and teachers for these subjects. Data gathered from 159 administrators and 176 teachers were used to analyse their perception regarding the effectiveness of staff training in TK, LK and RC. Interview and observation data were also presented to support the quantitative findings. Implications and recommendations for teaching and learning as well as for future research are presented and discussed.

The emerging trend in the modernization of global education in the 21st century posed challenges to the teaching-learning process in the Philippines especially in the area of educational technology. It is for this concern that this study was conducted to explore the extent of competence of the teachers in utilizing various technology in teaching and discovering their influence to the learning interests of their students. The study used simple random sampling among 368 teachers and students of both public and private schools in the different Divisions of the province of Bulacan from Grade 1 to Grade 10. The researcher employed descriptive research method using survey questionnaires, frequency distribution, mean score, percentage and standard deviation to investigate the condition in the teaching-learning relative to the technology mediation utilized by the teachers. The results showed that classrooms have available basic media technology to facilitate learning and both respondents were moderately familiar in using them to classroom teaching and learning process. Relatively, both respondents find these media technologies useful in teaching and learning activities in the classroom. The study presents the conclusion that technology mediation among schools in Bulacan was integrated in the curriculum and both respondents were moderately familiar in using them.

The Korean rapid and high economic growth in the past was possible through vocational education and training of a highly qualified workforce. However, worldwide recession in the late 1980s significantly slowed down the economic growth rate in Korea. Korea now faces high mismatch(youth unemployment and labor shortage in SMEs) at the same time, this situation calls for reforms in vocational education and training systems. The comprehensive system of vocational education and training needs to go through a continuous reform effort in order to adapt to the changing environment and needs for Lifelong-Learning society. The Vocational Education and Training is to enable the individual to acquire knowledge, skills and attitude that the chosen occupation demands. In spite of the same meaning and purpose, the providers of vocational education and vocational training system are different. Vocational education is conducted in vocational high schools and colleges for 2-3years under Ministry of Education, on the other hands, vocational training is conducted in public and private vocational training institutions and corporate training center under Ministry of Employment & Labor for specific gravity of months up to 3 years. In order to reduce the mismatch and enhance the comprehensive system of VET(VE+VT), vocational education and vocational training should be linked tightly through the NCS( National Competency Standards) in the concept of lifelong learning. Korea NCS is a set of standards which identifies and standardizes competencies required for successful job performance. From this, field based education and training and qualification as well as the company's personnel management and employee career development can be made systematically. In addition, the waste of national manpower and budget and consumer-oriented human resource development system can be deployed. This paper aims to take a look at the current status of vocational education and training, and suggest the new directions for strengthening the qualitative service of vocational education and training through NCS in Korea. The results is as follows. First, NCS and course-based Qualification is more activated as the means of VET connection which can be contributed VET, qualification and HRM. If people are assed their skills accurately and supplied in the labor market, the company has the opportunity to reduce recruitment cost due to improper selection and facilitate labor movement for flexibility. Second, on a societal level, the role of vocational education and training should focus on making a contribution to constructing a society where occupational ability is more valued than academic credentials. Third, on a national level, the role of vocational education and training should make a contribution to constructing an infrastructure (ex, NQF) for a nation based on knowledge and information technology. Forth, the comprehensive system of vocational education and training needs to go through a continuous reform effort to adapt to the changing environment and needs. Such effort should include clearer identification and categorization of education and training types and methods, and systematization of the conditions and procedures of qualifying educational training providers through the participation of the different stakeholders, such as the corporations, non-profit organizations and social groups and individuals, etc. As the domestic training market opens, an environment should be created which fosters fair competition and management of the quality of vocational education and training.

본 연구는 소방 현장지휘 훈련체계 개선방안을 제안하는 데 그 목적이 있다. 연구목적 달성을 위하여 영국과 국내 지휘훈련 시스템을 비교분석하고 전·현직 지휘훈련기관 교관 및 운영요원, 평가관과 실제 인증평가에 참여한 경험이 있는 소방공무원 등 전문가 10명과 토론식 인터뷰를 실시하였다. 지휘훈련체 계 개선을 위해서는 먼저, 국내 현장지휘관을 위한 비기능적 기술의 개발을 통해 현장의 상황에 따라 유기적으로 대응할 수 있는 인적 역량을 개발하고 이를 논의할 수 있는 용어를 제시해야 한다. 또한, 획일적 평가에서 벗어나 훈련상황에서 관찰된 역량을 중심으로 평가체계를 개편하고 역할별로 구분되어 있는 현재의 지휘훈련을 통합하여 핵심역량을 개발할 수 있도록 하며 이를 단계적으로 강화하는 방향으 로 제도를 개선해야 한다. 그리고, 평가관 사전교육의 통해 평가의 일관성과 획일성을 확보하는 한편, 가상환경(VR)에 대한 의존도를 낮추고 팀 또는 서단위에서 팀원들과 상시 훈련할 수 있는 체계를 구축하는 것이 필요하다.

This study aims to propose improvement strategies for the incident command(IC) training system. To achieve the objective, a comparative analysis of IC training systems in the UK and Korea was conducted and the discussion-based interviews were carried out with the subject matter experts consisting of 10 current and former instructors, facilitators, raters, and firefighters with evaluation experience. For improvements in the IC training system, it is essential to first develop non-technical skills for domestic ICs that enable them to organically respond to on-site situations and to introduce terminology for discussing these capabilities. Additionally, moving away from uniform assessments, the evaluation system should be reformed to focus on capabilities observed during training sessions, and the current segmented command training should be integrated to strengthen core competencies in a phased enhancement of the system. Furthermore, through pre-education of raters, consistency and uniformity in evaluations should be ensured, while also establishing a system that reduces reliance on VR and enables team-or department-level continuous training.

본 연구는 한국 사회가 다원적 종교 상황이라는 점과 종립학교에서 종교교사들이 학생들의 정체성 형성 과정에 중요한 영향을 끼치고 있다는 점을 염두에 두면서, 각 대학교의 종교교사 양성과정을 검토하고, 현직 종교교사의 자격연수 및 개별 종단의 종교교사 연수 프로그램에 대해 고찰하였다. 우선, 종교교사 양성과정에 대한 검토는 교육부 지침과 비교하면서 양성과정에 대한 새로운 방향성을 제시하는 작업이다. 그리고 현직 종교교사의 연수 프로그램에 대한 고찰은 종교교사 연수 프로그램의 새로운 진행 방향을 설정하는 것으로, 종교교사 양성과정과 연계된 작업이다.이를 위해 본고는 현재 진행되고 있는 종교교사의 양성과정(Ⅱ장)과 종교교사의 연수 프로그램(Ⅲ장)을 검토하면서, 종교교육론의 대두에 따라 종교교사론이 새롭게 정립될 필요가 있음을 주장하였다(Ⅳ장). 본 연구는 미개척 분야를 개발한다는 의미 이외에도 현행 종교교사의 양성과정과 연수 프로그램을 진단한다는 의미, 그리고 종교교사 지망생 및 현직 종교교사에 대한 새로운 교육 방향을 제시한다는 의미가 있으며, 이를 통해 한국의 교원연구 발전에 기여할 것이다.

There are many different kinds of missionary schools exist in Korea, it accounts for approximately 1/5 of secondary education institutions. Most of these institutions teach religious subjects in their regular curriculum course to realize foundational ideology of the school and instill desirable character. However, the qualification of religion teachers, contents in the religious subjects taught and objectives of the course are in doubt. The purposes of this study were; 1) to study teacher training system in the university for religion teachers. In order to investigate teacher training system, we looked carefully how teacher training program in the college is systematically planned and implemented for the future teachers of religious study. Teacher training system in the colleges and guiding principles of ministry of education were analyzed and compared to find out any significant differences. 2) to examine the qualification training for incumbent religion teachers and in-service training held by religious order. To conduct this, the purposes and contents of the program were carefully examined. While reflecting the curriculum policies on the religious education by the each time period of national curriculum revision, redefining current status of religious education was discussed. In the context of religious diversity in the public realm, reorganizing the issues of current religious education and teacher training system can raise fundamental problems and directions of religious education. Beyond that, teaching about religion in school requires better teacher training program and more thoughtful curriculum planning that can carry the content.

본 연구는 현행 중등 법교육 직무연수프로그램을 법교육 담당교사의 전문성 신장이라는 관점에서 분석하고, 그 개선 방안을 탐색하였다. 2011년부터 새롭게 도입된 ‘법과 정치’과목의 효과적인 운영이라는 목표 아래 연수 영역별 구성, 법교육론 내용 구성, 법교육 방법론 구성, 2009 개정 법교육과정의 연계성, 강의 방식과 강사 현황을 기준으로 연수프로그램을 분석하였다. 그 결과와 시사점을 정리하면 다음과 같다. 우선 중학교와 고등학교 연수과정 간의 차별성이 없었다. 둘째, 법교육과 관련하여 법교육 교과관, 학습자의 이해, 법교육 평가 등의 내용이 추가 개설되어야 한다. 셋째, 법교육 수업방법과 관련해선 유사 강좌들이 많고 강좌들 간에 내용 중복이 있기 때문에 교과와 비교과, 교과 수업과 프로그램 운영으로 정선화해야 한다. 넷째, 법교육 일반 강좌의 경우 학교폭력과 저작권 문제에만 국한되었는데 학교안전사고와 대처요령, 교권보호방안 등에 대한 추가 개설도 필요하다. 다섯째, 법률일반 강좌 중에서 2009 개정 법교육과정과 연계될 수 있는 헌법, 행정구제제도, 소비자 보호와 법, 국제법 강좌들이 추가되어야 하고, 2009 개정교육과정에서 새롭게 도입된 창의적 체험활동과 법교육 활동이 연계될 필요가 있다. 이밖에도 사법기관견학의 활동 범위 확대와 구조화된 견학 코스 개발이 필요하며, 이론 강의 중심보다는 사례 실습 중심으로 강의가 진행되고 실무 전문가나 현장 교사들의 참여가 확대되어야 한다. 이러한 내용에 중점을 두어 본 연구에서는 중학교와 고등학교 교사 대상으로 차별화된 4박 5일 과정의 직무연수프로그램을 개발하여 제시하였다. 향후 온라인 상에서 언제든지 교사들이 원하면 강좌 수강이 가능한 원격연수프로그램 개발을 서둘러야 할 것이다.

This study started from the essential matters on the insufficient professionalism of the teachers who are in charge of "Law and Politics" subject. This study aims to analyse in-service training programs for teachers of law-related education in point of social studies teachers' professional development and search for its implications. The analysis of the in-service training programs was made in viewpoint of effective teaching in "Law and Politics" subject. This study is based on five analysis criteria: general format, contents organization in LRE, contents organization in method of LRE, Connection of 2009 revised LRE curriculum, ways of lectures and the status of lecturers. The results and implications are as follows. First, there are no significant differences between middle school programs and high school programs for teachers of LRE. Second, there must be added contents of the recognition of LRE, understanding of the learners, and the evaluation for LRE. Third, there must be distinction of LRE programs of lesson content outside the regular curricula from regular subject lesson based on the contents organization in method of LRE. Forth, it is necessary to add contents of strategy for action about safety accidents in schools, strategic guidelines to protect of teachers’ rights. Finally, There must be added connected contents of constitution and fundamental right, administrative law and remedy for violation of private right, consumer protection act with 2009 revised LRE curriculum. Particularly, there should be programs of creative experiential activity linked to a variety of field-trips on the court. Based on these study findings, there are developed in-service training programs for the differentiated middle school and high school teachers in course of four days and five nights. Also, there is a necessity of more study on remote on-line in-service training programs for teachers of LRE.

학교 관리자는 교사의 창의적인 역량을 향상시키는 환경, 문화, 구조를 창출하는데 중요한 역할을 담당하고 있지만, 학습자 및 교사 측면에서의 창의성 연구에 비해 학교 관리자의 창의 리더십에 대한 관심은 비교적 적었 다. 이 논문에서는 창의 리더십 강화를 위한 초·중등 관리자의 직무연수에 참여한 만족도와 견해를 살펴보았다. 2020-Ⅰ, 2020-Ⅱ, 2021-Ⅰ의 연수시기에 참여한 교장 및 교감 총 67명의 만족도 조사 자료와 답변을 일원분산 분석 및 질적데이터코딩으로 분석하였다. 창의 리더십 강화를 위한 연수과정의 만족도, 연수운영에 대한 만족도, 개별 프로그램의 구성과 내용에 대한 만족도를 제시하였으며, 연수시기별 효과도 비교하였다. 참여한 창의 리더 십 강화 연수에 대한 관리자의 평가 및 질적 개선에 대한 견해를 정리하였다. 직무연수 참여자의 피드백을 반영 하여 창의 리더십 강화 초·중등학교 관리자 연수를 지속적으로 개선하고 양질의 직무연수를 제공할 필요가 있다.

Though school leaders play a crucial role in encouraging the creative school environment, culture, and system that might improve the creative competencies of teachers, there has been little attention to the creative leadership of school supervisors. In this paper, we provide the satisfaction and view of elementary and secondary school leaders who were involved in professional development training for enhancing creative leadership. Using one-way ANOVA and qualitative data coding, we analyze the survey responses from the 67 in-service principals and vice-principals during three different training periods as 2020-Ⅰ, 2020-Ⅱ, and 2021-Ⅰ. We present and compare the result on their satisfaction in terms of satisfaction regarding the process, administrative supports, and optional programs among the training. Next, we explore how the school administrators think the creative leadership training and proposal for its improvement. Based on the feedback for these stakeholders, further studies need to steadily enhance the professional development training for creative leadership and practical program contents.

본 연구의 목적은 한국과학교사 재교육프로그램의 행 · 재정적 지원체제의 개선 방안을 제시하는 데 있다． 한국 과학교사의 이스라엘 창의성 교육 연수에 참가 한 42명의 연수단을 대상으로 한국과 이스라엘 과학교사 재교육프로그램 운영 전반에 관한 설문 조사가 이루어졌다． 연구 결과 한국 과학교사 재교육프로그램운영체제가 이스라엘과 비교해서 특히 부족하다고 인식 한 것은 과학교사 재교육 재정지원도， 연수방법의 창의성계발과의 관련성， 과학교육 예산 지원도， 과 학교사재교육 프로그램의 다양성 등의 순으로 나타났다． 한국에서는 결론적으로 다음과 같은 행 · 재정적 지원체제의 개선이 필요하다． 첫째， 과학교육과 과학교사재교육에 대한 재정적 지원이 확대되어야 한다． 둘째， 재교육프로그램 다양화를 위한 과학교사 재교육 사이버 프로그램의 개발 보급이 시급하다． 셋째， 과학교사 재교육은 창의성 신장과 관련된 학습지도에 도움이 되는 연수프로그램으로 전환되어야 한다． 넷째， 교사재교육 의 일정학점 이수 후 호봉을 올리는 유인체제의 강화가 필요하다

The study aims to make suggestions for the improvement of administrative and financial systems of science teachers in-service training programs in Korea in comparison to Israel. For the purposes of this study, the differences of the operational system of science teachers in-service training programs between Korea and Israel were investigated and Korean science teachers' perceptions to two programs were assessed. A survey questionnaire was developed and responded by 42 Korean science teachers who participated in an In-service Training Program of Creativity-centered Science Education held in Israel. The conclusions are as follows: First, the amount of the financial support to science education as well as science teachers in-service training programs should be increased. Second, in order to provide science teachers with various in-service training programs, the development and dffusion of cyber in-service training programs are necessary. Third, the in-service training programs for creativity-centered science education in Korea should include more contents related to creativity and classroom practices. Forth, a reward and incentive system should strengthened for science teachers who accomplished the in-service training programs for creativity-centered science education.

교원능력개발평가는 2005년 시범운영을 거쳐 2010년 3월부터 모든 초․중등학교에 실시하게 되면서 교원능력개발평가에 따른 결과 활용의 대안 모색으로 교원연수의 중요성이 증대되고 있다. 이 연구는 새로운 교원능력개발평가 도입 운영에 대응하기 위한 교원연수지원 요구가 무엇이고 이의 대안을 탐색하는데 있다. 교원연수지원 요구는 2005년 교원능력개발평가의 시범운영 이래로 교직사회의 핵심 과제로 부각되었으며, 교원연수지 운영 및 지원사항 등 대하여 설문조사를 실시하였다. 조사대상은 교원, 교육전문직을 대상으로 총 1,937명이었고. 회수율은 70.8%였다. 자료처리는 SPSS Win을 이용하여 교차분석을 실시하였다. 현장교원들의 연수요구는 높으나 연수지원체제에 대한 만족도는 높지 않았다. 또한 교원능력개발평가 도입에 따른 교원연수수요가 증대될 것으로 예상되나, 다양한 교원요구를 반영한 연수프로그램이 미흡하였다. 교원연수체제 지원을 위한 대안은 연수기관별 전문화 및 특성화, 교원능력개발평가에 따른 집중연수 대책 수립, 맞춤형 연수지원체제 구비 및 교직생애주기별 연수프로그램 개발, 교원연수기관평가 실시, 연수기관별 협력체제 구축 및 관련 법령 정비 등을 제안하였다.

The purpose of this study is to investigate the in-service training of teachers according to teacher expertise development evaluation on the theoretical basis, to inquire operation for the training system, and to present and an professional development plan for the training system. The great interesting of the in-service training system according to teacher expertise development evaluation in 2010 has been a topic for model operation of new teacher's evaluation system in Korea since 2005. Based on literature review, a survey questionnaire of 3 category were developed for distribution to subjects. 1,937 survey sheets were distributed to teacher and educational supervisors, 1,373(70.8%) of which were received and treated for frequency and cross-tab analysis using SPSS WIN. It was also shared among those teachers that a new in-service training system should be developed which would promote teachers to develop professional development in the teaching and learning implementation. The results of the requires analysis for teacher should be shared among trainees and staffs in training centers. The new teacher's expertise development evaluation system will sharply expand the teacher-made in-service training. This study should be operated voluntarily and converted into various training for field experiences, major in-service training rating agencies, cooperative method system of in-service training according to teacher expertise development evaluation. In conclusion, based on the findings, several implications were discussed the model operation of teacher expertise development evaluation.

본 논문은 현재 이루어지고 있는 초등 국어과 직무연수의 실태를 분석， 개선방안을 연구하여 바람직한 초등 국어과 직무연수 프로그램의 기초 자료를 제공함을 목적으로 한다． 이와 같은 목적을 위해 문헌 연구 과정을 거쳐 교사의 전문성， 교원의 현직교육， 현직교육의 세계적 동향 등을 연구사 검토와 함께 분석하였고， 전국 6개 시 · 도 교육연수원에서 실시된 초등 국어과 직무연수 과정을 분석을 실시하였다． 현행 초등 국어과 직무연수의 실태와 문제점， 개선 방안에 대한 연구를 통해 다음과 같은 결과를 얻었다． 첫째， 전국 교육대학교 교육대학원의 교과목에 나타난 특성을 반영해야 한다． 전국 11개 교육대학교 교육대학원에 편성된 교과목은 62개였으며， 7 개 이상의 교육대학원에 편성된 교과목 중 연수 과목으로 편성해야 할 교과는 국어과 교수 · 학습 방법， 국어과 평가， 독서교육， 문학교육 등이었다． 둘째， 국어교육의 성격을 감안한다． 국어과의 영역을 제대로 지도하기 위해 국어과의 성격에 맞는 영역별 과목이 편성되어야 한다． 셋째， 국어수업의 본질에 맞는 교과목의 선정이 필요하다． 구성주의 교수 · 학습의 원리 와 지식에 대한 탐구의 관점에 서 학습자의 사고를 유발할 수 있는 학습자 중심의 수업을 진행할 수 있는 과목 편성이 요구 된다． 넷째， 초등 국어의 성격에 맞는 교과목의 편성이 필요하다． 초등 국어교육의 특성상 개별성과 상호작용성， 통합성을 고려한 교과목의 편성이 필요하다． 다섯째， 교육실태 면에서는 현재의 ‘집단 따돌림’ 현상과 ‘교실붕괴’ 현상과 관련지어 인성교육의 중요성이 강조되어야하다． 여섯째， 초등학교 교사는 국어과만 지도하는 것이 아니라， 학급 담임을 맡아 학급경영도 해야 하고， 많은 교과를 지도해야 하기 때문에 폭 널은 교양이 요구 된다． 따라서 국어과 직무연수에서도 교양 · 교직 시간을 충분히 확보하여 초등 교사로서 교단에서 필요한 과목을 다양하게 편성할 필요성이 있다． 본 연구는 초등 국어과 직무연수 중에서 6개 시 ․ 도 교육연수원에서 실시한 직무연수 문제만을 다루었고， 직무연수 교과목 편성만 한정하였기 때문에 몇 가지 한계점을 내포하고 있다.

The purpose of this study is twofold: first, to analyze current in-service training programs for Korean language teachers in Korean elementary schools; and second, to propose a new, improved model for these teachers' in-service training. To fulfill the purpose of this study, some problems associated with in-service training for elementary school teachers were investigated using surveys that were conducted in different cities and provinces in Korea. To solve these problems and to formulate a standardized training curriculum, I divided the problems associated with the in-service training curriculum into three dimensions: understanding the purpose of Korean language education in elementary school; management of class lessons; and various demands presented at particular times and situations. First, the dimension referred to as "understanding the purpose of Korean language education in elementary schools" was surveyed in detail. This was accomplished by dividing the broad topic into three parts: the nature of Korean language education in elementary schools; the curriculum of Korean language education; and the language competence of elementary school students. Second, the dimension referred to as "management of class lessons" had two different aspects. One, the effectiveness of the lesson, was surveyed from three points of view: lesson planning, teaching methods, and a self-administered checklist of class performance. The other, the content taught, was analyzed as contents of the subject and evaluation. Third, the dimension referred to as "demands presented at particular times and situations" was surveyed. Reflecting all results, the direction and principles of planning the standardized model were set up. Then a new standardized curriculum model was devised. Through the study of current conditions and problems of in-service training programs, as well as the study of their improvement, the following results were obtained : 1. The purpose of Korean language in-service training should be reinforced. Elementary Korean language teachers should know the Korean language curriculum, have ideas about learning and teaching methods of Korean language education, and have the professional qualities necessary to manage a Korean language class. To achieve this, the program should be revised to produce a new-minded teacher. 2. The program should take into consideration characteristics of the elementary school subject of Korean language. In order to teach the various areas of the subject efficiently, interest, individualization, unification, interaction, cooperation, et cetera, should be selected. 3. The program needs to reflect the trends of Korean language teaching in elementary school. Although there are various textbooks and each book is divided into listening, speaking, reading, writing, linguistic knowledge, and literature sections, modern Korean language education in elementary schools emphasize a wholistic approach to language education that should be reflected by in-service training. 4. The program needs to reflect the nature of Korean language education in elementary school, the national curriculum of Korean language education, and the language competence of the elementary school students. Above all, the dunension of understanding Korean language should be emphasized by way of selecting the topics and issues of this dimension that are suggested by this study. 5. The program should focus on classroom skills of Korean langage teaching. The curriculum should contain lesson planning, teaching methodology, and self-administered checklists of classroom performance, et cetera. 6. The program should reflect the trends of Korean langage education by presenting topics and issues that are included in the seventh national curriculum and those that arise in schools. 7. The program should reflect the curricula of the eleven graduate schools of education in Korea because these curricula greatly influence Korean language education. 8. Eighth, since elementary school teachers should not only manage their Korean language classes but also teach several other subjects, they are required to be well-cultured people. As a result, the program for in-service training of teachers should be organized according to the requested training topics and discussion issues that are necessary for elementary teachers to do their work in school. It should also devote enough time to issues related to general education as well as the teaching profession. The limitations of this study were caused by its limited survey samples, which included only trainees from six different training institutes in Korea. As well, it only considered issues that were reported using the surveys designed.

이 연구는 체육과 직무연수 프로그램에 대한 초등교사들의 인식 즉, 체육과 직무연수 프로그램에서의 만족 스러운 점과 어떠한 내용이 더 필요하다고 여기는 지를 확인하여 현직교사이자 교사교육자로서 현직 교사교 육에 대한 반성과 개선방향을 탐색하는 것이다. 이를 위해 K도 초등교사 75명을 연구 참여자로 하여 개방형 질문지를 통해 자료를 수집하였고, 귀납적 범주분석을 통한 내용분석으로 결과를 생성하였다. 연구 결과, 체육과 직무연수 프로그램에서 만족스러운 점은 ‘체육수업방법 향상, 체육실기능력 신장, 체육 교과관 확립, 체육․스포츠에 대한 이해’라는 4개의 대영역으로 범주화 되었다. 그리고 체육과 직무연수 프로 그램에서 더 필요하다고 여기는 내용은 ‘체육실기 강의, 교수방법 강의, 초등체육의 이해를 돕는 강의, 체육 교과관 확립 강의’라는 4개의 대영역으로 범주화 되었다. 연구에서의 결과를 바탕으로 체육과 직무연수 프 로그램의 개선 방향은 ‘학습공동체 형성’, '체육 실기능력 향상', '체육 교과관 확립‘을 제시하였다.

The purpose of this study was to explore reflective alternatives for physical education Study program through figuring out the elementary teacher's perceptions in physical education In-service Training Program. In order to achieve this purpose, data were collected through opened-questionnaire executed on 75 elementary teachers. The analysis was deducted through inductive category analysis. The results were as follows. 4 large domains of 'teaching strategies and practical skills in physical education study program', 'identifying value systems with understanding of sport education'. elementary teacher's perception of wish in physical education study program were 'practical skills lecture', 'teaching strategies lecture', 'lecture helping understanding of sport education', 'identifying a value system'. The authors of the study suggested alternatives such as 'making learning community', 'improving practical skills', building identity for value of physical.

본 연구는 영아반 교사의 교직경력에 따른 관심사와 현직교육에 대한 요구에 대해 살펴보고, 이를 통해 영아반 교사를 위한 현직교육의 질적인 향상을 위한 기초자료를 제공하고자 한다. 연구의 목적을 위하여 영아반 초임교사와 경력교사 총 10명을 대상으로 심층면담을 실시하였다. 연구 결과, 첫째, 어려움과 관심사를 살펴보면 초임교사들은 영아 보육에 대한 지식과 이해 부족, 보살핌 위주의 교사역할에 대한 갈등, 경력교사와의 관계에서 어려움과 갈등을 경험하고 있었다. 경력교사들은 교실운영과 관리, 문제영아와 상황, 멘토로서의 역할, 학부모 상담에 관하여 어려움과 관심을 나타냈다. 둘째, 현직교육 내용에 대한 요구를 살펴보면, 초임교사들은 영아보육에 대한 전반적인 지식, 교육계획안 작성법, 인성교육, 보살핌의 의미와 영아반 교사역할에 대한 교육이 현직교육을 통해 이루어지길 원했다. 경력교사들은 보살핌의 교육적 활용, 문제상황과 특수교육, 부모상담기술과 부모교육, 관찰기록법, 중간관리자인멘토로서의 역량 신장, 이론적 지식, 새로운 자극과 창의적인 내용들이 현직교육에서 다뤄지기를 원했다. 셋째, 현직교육 형태에 대해서 초임교사들은 질의응답이 포함된 강의방식, 사례중심 강의, 현장교육 방법을 선호하였고, 교육시기에 대해서는 학급배정 직후나 주중이나 근무가 있는 주말을 이용하여 교육받기를 원했다. 경력교사들은 토론식을 포함하여 다양한 방법으로 현직교육이 이루어지기를 원했으며 일부 특별한 주제를 제외하고는 초임교사와 구분하여 교육받기를 원했다. 시기와 기간은 여름이나 가을 시기를 활용하여 주중에 일주일 정도로, 장소로는 대학이나 어린이집과 같은 외부교육기관을 선호하였다. 현직교육 담당강사에 대해서는 초임교사, 경력교사 모두 영아반 교사 경력이 풍부한 강사진을 요구하였다.

This paper aims to examine the infant teachers’ interests according to their work experience and their demand for in-service training, and provide basic data for qualitative enhancement of in-service training for those teachers. For this purpose a total of eleven new and experienced infant teachers were chosen as subjects and in-depth interviews were carried out. First, the results of dividing the teachers into new and experienced groups and examining their interests show that new teachers were interested in improving their lack of knowledge and understanding regarding infants, in the role of giving care, and their relationship with experienced teachers. The experienced teachers, on the other hand, were interested in improving their classroom management skill in seeing the whole, in dealing with infants with problems, their role as mentors, and counseling parents. Second, the examination of teachers’ demand for in-service training in terms of content shows that new teachers spoke of general knowledge of infants, composing lesson plans, and controlling and accommodating emotions, training regarding the meaning of giving care and the role of infant teacher. The experienced teacher requested training regarding caregiving as an educational experience, dealing with problem behavior and special education, counseling skills and educating parents, observation recording methods, mid-level manager and mentoring skills, reviewing theoretical issues, new stimulation and creative content, Third, regarding the form of in-service training, new teachers preferred lectures that included a question-and-answer session, lectures based on examples, and field studies, and for training period, they wanted classes just after they have been assigned classes or during weekdays or when they had weekend shifts. Experienced teachers wanted training to be carried out using diverse methods, including discussion format, and they wanted separate training from new teachers with the exception of certain special topics. As for the training period, they preferred summer or fall seasons, about a week in duration, and for location, they wanted external educational facilities, such as university or daycare center. On teachers for in-service training, new and experienced teachers all requested that it be someone with abundant infant caregiving experience.

교원능력개발평가는 평가 결과에 따른 능력 개발을 지원하고, 이를 통해 학교 교육의 질 향상을 도모하는 것을 주된 목적하고 있기 때문에 평가결과와 연계한 맞춤형 연수는 상당히 중요하다. 그러나 아직 시행초기인 관계로 맞춤형 연수는 연수 시기, 방법 및 대상 선발 등 연수 방법에 대한 수정 및 보완이 필요하며, 또한 그 효과성도 검증할 필요성이 계속 제기되고 있다. 이에 본 연구는 2011년에 실시된 교원능력개발평가 결과를 토대로 그 결과와 연계하여 실시한 2012년 맞춤형연수의 운영성과 및 문제점들을 분석하고, 향후 운영될 맞춤형연수의 발전 방향을 제시하는 그 목적이 있다. 이를 위하여 본 연구에서는 교원을 대상으로 한 설문조사, 연수에 참여했던 교사와 교육전문직들을 대상으로 면담 조사를 실시하였다. 2011년 교원능력개발평가 연계 연수의 결과를 바탕으로 3가지 유형의 현행 연수에 대한 개선방향을 제시하면 다음과 같다. 첫째, 능력향상연수는 ① 연수대상자 심리적 거부감 완화 방안 모색, ② 연수 시작시기의 변경, ③ 연수대상자의 유형화와 맞춤형 연수프로그램 제공을, 둘째, 평가지표별 자율연수의 경우, ① 교과․학년 및 모둠 형태의 연수신청 및 지원 강화, ② 연수기간의 조정 등을, 셋째, 학습연구년제의 경우, ① 선발기준의 완화, ② 충분한 준비기간의 제공, ③ 연수의 여건 정비 및 지원 강화 등을 제안하였다.

The purpose of this study is to examine the problems and operational results and to suggest solutions for successful implementation of in-service training linked by the new teacher evaluation for professional development. For the purpose of the study, the researcher used a questionnaire for teachers and the informal conversational interview with teachers and supervisors in provincial education offices. The results of the study suggest that the in-service training for low scorers should be focused on reducing psychological hostility and started at the first semester of the next school year. Also, based on low scorers’deficient areas, educational office should categorize and prescribe the type and subject of the in-service training. Second, for the in-service training for regular teachers, teachers should have more chances to participate in the decision-making process for selecting the subject of the in-service training. Also the time-span of the training needs to be changed to increase teachers’voluntary participation. Finally, for the in-service training for high scorers, the criteria for selection should be lowered to give opportunity to more teachers. Also, it is needed to give more preparation time and cooperation among agencies for the participants of the training.

본 연구는 전문상담교사들의 연수 요구를 경력 단계에 따라 파악하여 분석함으로써 경력 단계를 반영한 체계적 연수시스템을 구축하기 위한 방향 제시를 목적으로 하였다. 연구대상자의 경험을 심층적으로 탐색할 수 있고 소수집단 간에도 비교가 가능한 개념도 방법을 사용한 연구였으며, 경력 단계별로 형성기 전문상담교사 11명과 성장기 전문상담교사 11명, 모두 22명이 연구에 참여하였다. 연구결과 형성기 교사들의 연수 요구 90개와 성장기 교사들의 연수 요구 62개의 핵심문장을 도출하였고 경력 단계별 연수 요구 개념도를 얻었다. 형성기의 개념도는 ‘행정 및 자문’, ‘상담 및 자기 관리’, ‘심리평가 및 자격 연수’의 3개 군집으로 구성되었으며 ‘사람 대 조직’, ‘공식 대 비공식’의 2차원으로 나타났다. 성장기의 개념도 역시 2차원이었는데 1차원은 ‘전문성 대 실용성’이었고 2차원은 ‘상담자 대 수요자’이었으며, ‘상담 및 프로그램’, ‘최신 경향 파악 및 특정 분야 전문가 되기’, ‘심리평가 및 자격 연수’, ‘자문, 연구 및 자기 관리’의 4개 군집으로 구성되었다. 연구 결과를 토대로 형성기와 성장기 전문상담교사들의 연수 요구 간 유사점과 차이점, 중요도를 비교하였으며 실제연수에의 반영여부를 분석하였다. 이러한 분석을 바탕으로 연수 종류별로 개선 방안을 탐색하고, 전문상담교사 경력 단계별 효과적 연수시스템에 관하여 논의하였다.

This study set out to examine and analyze the in-service training needs of professional school counselors according to their career stages and thus propose directions for establishing a systematic in-service training system reflecting these career stages. The study employed a concept map, which is useful for exploring the experiences of subjects in depth and comparing small groups. The subjects are 22 in number, 11 of whom were professional school counselors in the career formation stage and the other 11 of whom were those in the career growth stage. As a result, there were 90 and 62 core sentences reflecting in-service training needs among those who were in the career formation stage and in the career growth stage, respectively. As for concept maps of in-service training needs according to career stage, the map for the career formation stage consisted of three clusters of “administration and consultation”, “counseling and self-management”, and “psychological evaluation and qualification for in-service training” in two dimensions of “man versus organization” and “formal versus informal”. The concept map for the career growth stage was comprised of four clusters of “counseling and program”, “examining the latest trends and becoming an expert in a certain area”, “psychological evaluation and qualification for in-service training”, and “consultation, research, and self-management” in two dimensions of “professionalism versus practicality” and “counselor versus client”. Based on those findings, the investigator compared professional school counselors in the career formation stage with those in the career growth stage in terms of similarities, differences, and importance, and analyzed whether to reflect the results on actual in-service training. The analysis results led to an exploration of improvement measures by the kinds of in-service training and a discussion about effective in-service training systems according to the career stages of professional school counselors.

이 연구는 세종학당 교원 재교육프로그램과 관련한 선행 연구를 검토하 고 실제 프로그램 운영을 통해 세종학당 교원 재교육프로그램의 개선 방 향을 제안하는 데 목적을 두고 있다. 이 연구를 통해 몇 가지 측면에서 재 교육프로그램에 대한 시사점을 도출하였다. 첫째, 교원들의 다양한 배경 즉, 연수 재교육 연차, 또는 경력을 고려하여 기본–심화–숙련–전문의 네 단계로 나누고, 교원들이 강의를 자율적으로 수강할 수 있도록 유도해야 한다. 또한 교원에 대한 세종학당재단의 평가를 반영하여 교원이 개별 역량에 집중하는 특화 과정을 설계해야 한다. 맞춤형 컨설팅 과정에는 한국어, 한국문화 교육뿐만 아니라 세종학당 교육의 전반적인 문제(대인 관계, 학습자와의 상호작용, 수업 운영 등)에 대한 내용을 포함해야 한다. 둘째, 현장 교원 중심의 교과목을 지속적으로 편성하되, 에듀테크 관련 교과목을 단계별로 확대하고, 재단-교원 간, 교원 간 네트워킹 교과목을 강화, 운영할 필요가 있다. 셋째, 강사 주도형 강의보다는 실습, 토의, 워 크숍, 사례 발표 등 교원 주도형 수업 방식을 다양하게 구성해야 한다. 넷 째, 매년 실시되는 교원 재교육프로그램에서 교원들 스스로가 수업을 설 계하고, 연수 이력을 교원 경력으로 인정하고 포트폴리오 방식의 세종학 당 교원 평가 자료로 활용하기를 제안한다.

The purpose of this study is to review previous research related to the King Sejong Institute teacher reeducation program and to propose ways to improve this program through actual program operation. This study derives several implications for the reeducation program. First, considering the various backgrounds of teachers, such as training/retraining years or experience, it should be divided into four levels: basic, advanced, skilled, and specialized, and teachers should be encouraged to take lectures autonomously. Second, there is a need to continue to organize field teacher-centered courses, while expanding educational technology-related courses step by step and strengthening and operating networking courses between the foundation and teachers, as well as among teachers. Third, rather than instructor-led lectures, there should be a variety of teacher-led teaching methods such as practice, discussion, workshops, and case presentations. Fourth, in the teacher retraining program conducted every year, we propose that teachers design their own classes, acknowledge their training history as part of their teaching experience and use it as a portfolio-type evaluation material for King Sejong Institute teachers.

After 2000 the system for special school teacher license was issued based on the level of the school such as preschool, elementary, and secondary regardless on the type of the children with disabilities. It means that special school teachers have to teach all types of the children with disabilities. Therefore many problems such as lack of the skill and knowledge to teach children with disabilities. The purpose of this study was to illustrate the recognition teachers for mental retardation toward educational status and the intensive education with in-service training. 726 teachers with 18 schools for mental retardation were participated for this study. The results of this study were that (a) the teachers for children with mental retardation indicated high needs for the intensive education with in-service training; (b) more positive attitudes toward the intensive education with in-service training, the needs were higher in the intensive education with in-service training; and (c) the selection of the instructor was the most important factor to insure the effectiveness of the intensive education with in-service training. Therefore this study concluded that the teachers for mental retardation indicated the very high necessary to operate the intensive education with in-service training.

본 연구는 OECD 35개 국가의 공립유치원 교사를 중심으로 교직 입문 후 교원제도를 문헌연구로 비교함으로써 우리나라 교원제도에 주는 시사점을 찾고자 하였다. 본 연구의 결과는 첫째, OECD 국가별 교사임용제도를 살펴본 결과 교직임용과 관련하여 교사양성과정 졸업 외에 별도의 요건을 필요로 하지 않는 국가가 많았으며, 교직임용 시 정규직에 임용되는 별도의 요건을 요구하지 않는 국가가 그렇지 않은 국가에 비해 많았다. 둘째, OECD 국가별 입문 및 현직교육제도를 살펴본 결과, 대부분의 국가에서 입문교육을 실시하고 있었으며, 약 9개월 이상의 장기간의 교육기간을 적용하고 있었다. 셋째, OECD 국가별 근무여건 제도를 살펴본 결과, 교사의 임금은 자국의 실정에 따라 OECD 국가별 평균 임금 이하 및 이상인 국가가 다양하게 나타났다. 근무시간 및 수업시간의 경우, OECD 대부분의 국가가 1일 약 8시간의 근무시간과 5시간 이상의 수업시간을 평균적으로 요구하고 있었다. 교원제도를 종합하여 살펴본 결과, 우리나라는 교직임용요건으로 국가고시 형태의 경쟁시험을 요구함으로써 교원의 질 확보를 꾀하는 바람직한 경향을 띄고 있으며, 입문교육과 현직교육 역시 필수로 규정하고 있어 교사의 전문성 확보에 힘쓰고 있다. 그러나 입문교육 기간의 강화 및 실질적인 현직교육 대상 범위 확대 등 개선이 필요한 것으로 판단되었다. 근무여건 제도 관련하여 교사의 임금수준 및 근무시간은 OECD 평균과 유사한, 적절한 수준을 유지하고 있었다. 그러나 수업시간은 OECD 평균 수업시간에 미치지 못하는 것으로 나타나 추후 개선이 필요하다.

This study aims to examine kindergarten teacher system related to appointment, induction program, in-service teacher training and working condition mainly on public kindergarten teachers in 35 countries by using OECD(2012) indicator on teacher. Study findings are as follows. First, regarding appoinment system a number of countries did not request additional requirements to start teaching or to become fully qualified. Second, many countries have formal induction program with at least 9 month period and in-service teacher training course as mendatory course for teachers. Third, regarding policy related to working conditions, the salary range in OECD countries appears in wide range. Also most countries requested 8 hours of working time and 5 hours of teaching time per day for teachers. The promising perspective of kindergarten teacher training system in Korea was suggested based on the result of this study.