Earticle

Bandwidth fragmentation is a critical problem for Elastic Optical Networks (EON), and spectrum defragmentation is the most important strategy to mitigate this phenomenon. In this work we propose a Machine Learning (ML) based method for estimating the Blocking Rate, which, when exceeding a threshold, triggers a defragmentation process. This is done in order to achieve better results in terms of the number of blocking demands and the number of re-routed connections. The performance of the proposed method was compared with two other known strategies: fixed-time (FT) defragmentation, and triggering based on one fragmentation metric (BFR). Simulation results were evaluated using two multi-objective metrics. Experimental results show that the proposed method is more efficient than the other two, being the best method in 85.7% of comparisons using the Pareto Coverage metric, and obtaining 47.4% of non-dominated solutions in the Pareto Front.

Purpose: The purpose of this study was to identify the effects of multi-mode simulation learning on critical thinking disposition, on the problem solving process and on clinical competence of nursing students. Methods: A nonequivalentcontrol group with pre-posttest was designed. The participants in this study were 65 students who were enrolled in an emergency and critical nursing course at N university. The treatment group consisted of 33 juniors in 2010 and the control group 32 juniors in 2011. Collected data were analyzed using chi-square, independentt-test, and ANCOVA with the SPSS/WIN 18.0 for Window Program. Results: There were significant increases in problem solving process and clinical competence in the treatment group who participated in the multi-mode simulation learning compared to the control group who did not (t=-2.39, p=.020; F=12.76, p=.001). However, there were no significant differences in critical thinking disposition between the treatment and control group (t=0.40, p=.692). Conclusion: Multi-mode simulation is an effective teaching and learning method to enhance the problem solving process and clinical competence of nursing students. Further exploration is needed to develop and utilizemulti-mode simulation for diverse scenarios, depending on emergency nursing educational goals and environments and to develop a universal method to measure outcomes.

English playwright Willy Russell (1947 - )’s plays often concern alienated female protagonists who desire to escape their restrictive social and cultural backgrounds in the post-industrial England of the 1970s and 1980s. His eleventh and arguably most important play, Educating Rita (1980), is no exception to this thematic preoccupation. The winner of the Laurence Olivier Award for Best Comedy, Educating Rita tells the story of a working-class hairdresser, Rita, who aspires to study English literature in an Open University setting in order to become educated—and through this process, she hopes, improve her self-esteem and expand her career and lifestyle options. During the course of the play, which unfolds entirely in the university office of Rita’s alcoholic tutor, the disillusioned but likeable Frank Bryant, Russell raises important questions for his audience regarding the nature and purpose of education. As this presentation will argue, these include the play’s overarching conundrum: By what criteria can we state that a person is educated? Russell’s play also emphasizes the value of experiential education (e.g. self-discovery on the part of the learner rather than being merely told what to think), as opposed to the sometimes stifling limitations of academia, while subtly highlighting the tensions between teacher-centered learning and student-centered learning. At the same time, Russell suggests through Rita’s dramatic transformation of identity from a wisecracking neophyte in love with the idea of learning to a much more sophisticated appreciator of literature that, perhaps inevitably, the qualities of originality and enthusiasm that truly motivated students initially bring to their learning can become muted during the process of becoming formally “educated.”

Note-taking tasks can be considered a process to achieve communication by helping learners organize linguistic information they strive to convey through cognitive activities. To successfully communicate, learners must develop various linguistic and cognitive skills, such as advanced listening proficiency and the reconstruction of intended stories. This study aims to discover the major types of errors affecting university-level learners’ note-taking activities and a teacher’s scaffolding guidance in order to foster note-taking skills and learning strategies. Seventy-nine university students enrolled in an audio visual English class took part in this study. They were required to routinely carry out note-taking activities by watching both CNN news reports and academic lectures dealing with social issues. This study found that the learners routinely missed a substantial number of content words despite repetitive note-taking tasks. In addition, important phrases were omitted due to variations in pronunciation, unfamiliar proper nouns, and complex numbers. It was also revealed that students appeared to struggle with several abbreviations and symbols when reconstructing the meaning of the information. In order to tackle these problems, various teaching strategies were introduced and implemented to increase note-taking effectiveness as well as maximize learners’ confidence and help them more accurately grasp the content. Based on these results, this study recommends providing structured scaffolding for learners to perform effective and efficient note-taking tasks. This will have a positive influence on learning strategies. It will also encourage students to actively participate in tasks and produce well-organized information on given subjects, which require linguistic information processing.

이 연구는 과거 학습단절을 경험했던 중년 여성들이 대학학습경험을 통해 자기를 형성 하는 과정을 Rennie의 해석학적 근거이론 방법을 활용하여 심층적으로 이해하고 실체이론 을 개발하는데 그 목적이 있었다. 이 연구에는 지방 국립대학교에 다니는 45~65세의 중년 여성 대학생 10명이 연구 참여자로 참여하였다. 자료 수집을 위한 면담은 2023년 6월부터 2024년 2월까지 진행하였으며 이들과의 면담자료를 토대로 분석이 이루어진 결과, 121개의 의미단위, 33개의 하위범주, 10개의 해석학적 주제로 범주를 구성하였다. 다음으로 과정 분 석을 시행하여 중년 여성의 학습경험의 궤적을 시간의 흐름에 따라 살펴보았다. 그 결과 유예, 선택, 발견, 직면, 연결, 성장, 형성 단계의 과정이 분석되었다. 하지만, 연결 단계에 서 성장 단계로의 이행에서는 코로나 팬데믹이라는 예상치 못한 장애(obstacles)요인이, 또 성장 단계에서 형성 단계로의 이행에서는 아직 확립되지 못한 학습자로서의 위치성과 통 합되지 않은 자아정체감이 장애요인으로 드러났다. 연구 참여자들의 자기형성은 대학학습 경험을 통하여 자신을 검열하고 해체하며 재구성하는 과정과 관계의 맥락에서 구성된다는 것을 본 연구의 결과를 통해 제시하였다.

The purpose of this study was to deeply understand and develop a substantive theory on the process of self-formation through the university learning experiences of middle-aged women(aged 45-65) who had experienced interruptions in their education in the past, using Rennie's hermeneutic grounded theory methodology. Ten middle-aged female university students from a regional national university participated in this study. The analysis of these interview data resulted in 121 meaning units, 33 subcategories, and 10 higher categories, which were interpreted as thematic categories. A process analysis was conducted to examine the trajectory of the learning experiences of middle-aged women over time. As a result, the process was analyzed into 7 stages: Deferral, Choice, Discovery, Confrontation, Connection, Growth, and Formation. However, during the transition from the Connection stage to the Growth stage, the unexpected obstacles of the COVID-19 pandemic emerged. Additionally, during the transition from the Growth stage to the Formation stage, unestablished learner identity and the lack of an integrated self-identity were identified as obstacles. The results of this study indicated that the self-formation of the participants is constructed within the context of relationships, where individuals scruntinize, deconstruct, and reconstruct themselves through their experiences of learning.

The purpose of this study is to test whether phonological decoding process contributes to vocabulary learning in the frame of task involvement load. Three task materials with different amount of loads were created. Thirty eight Korean EFL university students participated in the task experiments (13 for reading comprehension task, 14 for reading comprehension plus decoding process, and 11 for reading comprehension plus gap-filling task). The participants’ performance was tested three times (pre-test, immediate post-test, and delayed post-test). It was found that there were no significant differences among the three groups in the immediate test, and that the reading plus phonological decoding group was significantly more advanced than the reading comprehension group and the reading plus gap-filling group in the delayed test. The results indicated that phonological decoding process was conducive to successful retention of vocabulary knowledge, a lot better than the reading comprehension task and the gap-filling task. It is suggested that phonological decoding needs to be regarded as one of the components of involvement loads that English instructors create various task materials entailing students’ phonological process.

This study examined how the university students in an English composition class utilized process-oriented writing to develop their writing skills and scaffold their learning through the process. It also studied the students' reflections on the class, as well as demonstrated educational implications from the study. The methodology the current study used was qualitative research. To answer the established research questions the author conducted surveys, collected writing samples, and observed students' learning behaviors. Through the data collection and analysis, themes (findings) emerged, including prewriting, writing, and post writing activities, and the results from the process-focused writing. The findings present that the students experienced emotional scaffolding in writing by shifting from their fear and anxiety to confidence and interest. The study also showed the importance of the teachers' roles and pedagogical decisions in writing instruction. The instructional decisions they made was strongly connected with the students' perceptions, emotions, and learning.

본 연구는 교사들이 스스로 영유아 관찰을 어떻게 경험하는지 인식하고 성찰하며, 영유아를 이해하는 관찰을 실행해 가는 교사의 학습과정을 탐구하였다. 이를 위해 2025년 3월부터 6월까지 어린이집 교사 5명과 2주 간격으로 심층면담 6회를 실시하며 실행연구를 하였다. 수집된 자료는 면담 전사자료, 교사의 관찰일지, 연구자 일지이고, 이동성과 김영천(2014)의 분석절차를 토대로 분석하였다. 그 결과 영유아 관찰을 위한 교사의 학습과정은 의무적으로 기록, 자신의 관찰 행동 의식, 아이에게 다가가기, 새로운 인식과 반성, 교사의 변화․관계의 변화, 변화를 위한 지원 순으로 나타났다. 교사들은 표준보육과정의 울타리 안에 머물며 관찰하고 있었고, 선택적이고 의도적인 관찰을 객관적인 관찰로 여겨왔다. 영유아를 이해하는 관찰을 위해서는 영유아 자체 관찰 및 기록­계획­특정 행동 관찰 및 기록­해석­교사의 과제 찾기 및 지원­평가와 같은 일정한 순서와 순환적 실천을 반복하는 것이 필요하였다. 그리고 각 단계별로 전문가가 동반하여 교사의 학습과정을 지원하는 것이 필요하다는 것을 알 수 있었다. 연구결과를 토대로 형식적인 관행을 개선하고 체계적인 관찰을 돕는 단계식 모델 개발 및 보급, 전문가와의 해석 동반 시스템 운영, 현장 중심의 몰입형․체험형 연수를 제언하였다.

This study explored the learning process of teachers who recognize and reflect on how teachers experience infant and toddler observation on their own, and implement observations that understand infants and toddlers. To this end, from march to June 2025, a action research was conducted six in-depth interviews with five teachers at daycare centers every two weeks. The collected data were interview transcription data, teacher’s observation record. and researcher’s journals. And analyzed based on the analysis procedure of Lee Dong-sung and Kim Young-cheon(2014). The teacher’s learning process appeared in order infant and toddler observation was compulsory recording, self-observation behavior consciousness, getting closer to infant and toddler, new perceptions and reflections, teacher change and relationship change, and support for change. Teachers stayed in the enclosure of the standard childcare process and were observing. And teachers have regarded selective and intentional observations as objective observations. It was necessary required repetition of constant procedures and cyclical practices for observation of understanding infant and toddler, such as observing and recording the infant and toddler itself-planning-observe and record certain behaviors-interpreting-finding and supporting the teacher’s assignments-evaluation. And it was found that it was necessary to support the teacher’s learning process with experts at each stage. Based on the result of the study was suggested that development and dissemination of step-by-step models that improve formal practices and aid systematic observation, operate expert interpretation companion systems, experience based teacher education.

얼굴인식에서의 근본적인 논쟁점 중 하나는 얼굴인식에서 나타나는 전체적 처리특성과 배열정보처리의 우세성이 생득적 능력인가 아니면 후천적 학습의 결과인가에 관한 것이다. 본 연구는 얼굴인식에만 나타난다고 여겨져 왔던 전체적 처리와 배열정보처리의 특성과 더불어 자동적 처리특성이 전문가적 학습과정을 통해 대상인식에서도 나타나는가를 확인하고(실험 1), fMRI를 이용하여 얼굴자극에 대하여 특수하게 관찰되는 것으로 알려진 FFA에서의 선택적 활성화가 학습의 결과로 그 강도가 변화하는가를 확인하고자 하였다(실험 2). 실험 1에서는 합성얼굴과 합성물고기 자극에 대하여 비전문가 학습 집단과는 달리 전문가 학습 집단에서만 전체적 처리와 배열정보처리 특성과 함께 자동적 처리 특성이 나타났고, 실험 2에서는 전문가 학습의 결과, 얼굴자극 뿐만 아니라 대상자극에 대한 FFA의 활성화가 증가하는 것을 확인하였다. 즉, 얼굴과 대상인식의 배후 뇌 기제에 대한 영역-일반성 특징을 보이는 결과를 얻었다. 이 실험 결과들은 얼굴인식에서 특징적으로 관찰되어지는 것으로 알려진 처리 과정들이 생득적인 능력에 기인하기보다는 전문가적 학습에 의한 결과임을 시사해준다.

One of the basic controversial issues on face recognition differing from object recognition is whether the holistic and configural processing are natural ability or the result of postnatal learning. We examined that the holistic, configural, and automatic processing regarded as the face-specific characteristics could be observed in the object recognition through the expert learning process(experiment 1). We also measured the intensity of selective activation in FFA to the synthetic face and object using fMRI(experiment 2). In experiment 1, we found that the holistic, configural, and automatic processing were observed by the expert group both in face and object recognition. In experiment 2, we found the activation of FFA to synthetic face and object increased after expert learning. FFA might be therefore not face-specific but have domain-general characteristics. These results lend direct evidence that the characteristics of face information processing is not given by natural ability but by the result of expert learning.

읽기는 인간만이 향유하는 상위 인지 기능 중 하나이다. 시각 시스템은 읽기 학습 동안 발생하는 뇌의 학습과 가소성을 연구하기 위해 적합한 뇌의 영역이다. 특히, 상위 시각 영역은 읽기 학습 이전에는 단어에 대해 선택적으로 반응하지 않지만, 성공적인 읽기 학습을 통해 기존의 다른 기능을 담당하는 영역들 사이에서 단어에 대한 선택적 반응을 하는 단어 영역을 형성한다. 또한 시각 시스템은 읽기를 수행하는 동안 읽기 회로 중 가장 먼저 정보처리를 하는 뇌의 영역이다. 하지만 읽기 처리 과정을 위한 시각 시스템의 역할에 대한 연구는 언어 영역 등 상위 인지 영역의 연구에 비해 주목을 받지 못했다. 본 논문에서는 읽기와 밀접한 관계가 있는 시각 시스템의 기능에 대해 개관하고, 읽기 학습 장애인 난독증 연구 결과를 토대로 읽기 처리 과정에 대한 시각 시스템의 기능에 대해 논할 것이다. 끝으로 임의의 시각자극인 문자 언어와 이에 대응하는 음성 언어를 연합하는 다중 감각 정보처리 과정으로서의 읽기에 대해 논의할 것이다. 본 논문에서 개관하는 선행 연구들은 시각 시스템이 읽기 발달에 매우 중요한 역할을 한다는 것과 시각 시스템의 문제로 인한 난독증 발생의 가능성을 보여주었다. 따라서 읽기에 대한 시각 시스템의 역할을 이해하는 것은 성공적인 읽기 학습을 위한 신경 기제를 규명할 뿐만 아니라 읽기 학습 장애인 난독증 치료를 위한 효과적인 중재 프로그램 개발에 매우 중요한 연구 주제이다.

Only humans possess the high-level cognitive function of reading. The visual system is the best platform to study learning and plasticity of the brain during learning to read. For example, the high-level visual areas of the illiterate brain do not selectively respond to words, and only after successful reading acquisition, the visual word form area emerges from the already established areas that selectively respond to various object categories. Furthermore, in the reading circuitry, the visual system is at the front end of reading process. However, compared to research on language and high-level cognitive areas, the role of the visual system in reading has attracted little attention. In this review paper, we summarize the reading-related function of the visual system and discuss how deficits in the visual system relate to developmental dyslexia, learning disability in reading based on dyslexia research. Finally, we discuss reading as multi-sensory processing, in which one should associate arbitrary visual symbols with speech sounds. Previous research has shown the important role of the visual system in reading development and suggested deficits in the visual system might cause dyslexia. Our research suggests that intervention programs for dyslexia as well as research on reading development should include the results from research on the visual system.

본 연구에서는 창의성을 발현하기 위해 필요한 지식의 양과 수준의 차원에 따라 창의성 영역을 구분하지 않은 기존 연구 경향의 문제점을 지적하였고, 창의성 연구에서 전문적 영역과 상식적 영역의 구분의 필요성을 제안하였다. 또한 전문분야 창의성의 발현에 중요한 역할을 하는 지식과 창의성간의 관련성을 논의하였다. 지식은 전문분야 창의성의 토대가 되기도 하지만 새로운 생각을 제약하는 이중적 역할을 한다. 이러한 논의에 근거하여 전문분야에서의 창의성 발현에 대한 학습과정 모형을 제안하였고, 창의적 지식표상의 형성과정을 살펴보았다. 그리고 창의성에 영향을 미치는 동기, 성격특성을 개인의 인지적 사고과정을 촉진하는 지원체계로 개념화하고, 학습과정 모형과 체계모형을 결합하여 창의성에 대한 통합모형을 제안하였다. 마지막으로 본 모형의 제한점과 앞으로의 연구문제를 논의하였다.

By dividing creativity into two categories based on the learning process model as common-sense and expert creativity, this study tried to provide a new perspective in this research area. A learning process model emphasizes not only quantitative but also qualitative aspects of knowledge in problem solving situations. But as was researched by other scholars, knowledge only can not automatically produce creative produces. Other factors such as motivation, personal traits and emotion also contribute to creative products. Adding these components to the learning-process model, a final 'integrated model' of creativity was developed. Empirical research for validating these models should be followed using multivariate data analysis.

자기결정이론에서는 기본적인 욕구-자율성, 능력감, 유대감-를 충족시켜주는 사회적 환경에서 성장한 청소년들에게 자기 결정력이 발달하여 공부의 효율성이 높아지고 이에 따라 삶에 대한 만족감이 증가한다고 본다. 본 연구는 자기결정이론의 이런 주장이 한국 청소년에게도 적용되는지 알아보기 위해 학습장면에서 동기가 형성되고 작동하는 경로를 추적해보았다. 연구 결과, 한국 청소년들에게 자기결정이론은 부분적으로 부합했다. 기본적인 욕구가 충족되면 자기결정력이 발달하고, 자기결정력이 발달하면 학업성취도가 향상되며, 학업성취도가 높아지면 주관적 삶의 질이 높아지는 경향이 있었다. 이는 학업 성취도를 향상시키기 위해서는 자율성을 촉진하는 동시에 타율성을 억제하고 공부에 대한 걱정, 불안감, 경쟁심, 죄책감, 수치심 등을 완화시키는 전략이 필요함을 함의한다. 그러나 주관적 삶의 질에 미치는 자기결정력의 영향은 미미하였고 학업성취도의 영향은 거의 없었다. 즉, 한국에서는 스스로 공부하고, 성적이 좋은 학생들의 삶의 질이 그렇지 않은 학생들에 비해 더 나은 것은 아니었다. 한국 청소년의 삶의 질, 학업성취도 및 학습동기를 향상시키기 위해서 이들은 부모, 교사, 친구들과 좋은 관계를 유지하고, 능력감을 맛보며, 자율적인 삶을 살 필요가 있어 보인다.

The purpose of this paper is to examine learning motivational process models, based on Self- Determination Theory(SDT) in academic settings. I examined if SDT's assumptions would fit for Korean adolescents, using a learning motivation scale(LMS), Basic Needs―autonomy, competence, and relatedness―Satisfaction Scale(BNSS), academic grades and life-quality scales, and also tried to search for the adequate motivational process models for Korean adolescents through regression analysis and structural equation model analysis. The results of this study are as follows. Basic needs satisfaction influences positively on the development of self-determinative motivation, which influences positively on academic achievement. But academic achievement and self-determinative motivation doesn't always influence on subjective well-being positively. And Korean adolescents who study autonomously or achieve good grades, are not better in a dimension of subjective well-being than others. Basic needs satisfaction while growing is more important than any other variables to improve adolescents' autonomous motivation, academic achievement and subjective life qualities.

Purpose: This study was to explore the process of belongingness experienced during the apprentice course for advanced practice nurses. Methods: Data were collected through in-depth interviews with 15 people, who attended the apprentice course for advanced practice nurse, from three schools in Seoul from Jan. 19 until Feb. 25, 2010. The constant comparative method was adapted for data analysis. Results: The core category of this study was the 'learning-connected process' and this process was categorized into three stages. These stages were: going along with the atmosphere, exchanging, and integrating. During the course, the 'uncomfortable participation' as the central idea meant a sense of responsibility and a tension about practice learning of the participant and was influenced by the quality of interaction and the distinct instruction of learning contents. Belongingness was characterized by the Joyful and happy participation which linked to the motivation of new learning opportunities. Conclusion: The findings indicate that there is a process to belongingness and a close relationship between belongingness and learning. Further studies would suggest exploring the components of belongingness, a concept analysis and incorporating the belongingness scale with other qualitative research on this topic.

최근 우리나라를 찾은 외국 유학생이 급속도로 증가함에 따라 이들의 효과적인 적응에 대한 사회적인 관심이 요구되고 있다. 이에 본 연구에서는 학습목표지향성을 상태적인 개인차 변인으로 개념화하고 이러한 개인차가 유학생의 적응과 수행에 어떠한 영향을 미치는 지를 알아보기 위해 한 대학교에 입학한 62명의 유학생을 대상으로 한 학기에 걸쳐 자료를 수집하였다. 그 결과, 상태적인 학습목표지향성은 유학생들의 적응 및 학업수행 그리고 더 나아가 소속학교에 대한 정서적인 몰입과 한국에 대한 태도에 긍정적인 영향을 미치는 것으로 나타났다. 또한 학습목표지향성이 기대부응이론에 근거한 교차문화훈련 프로그램의 효과를 조절하는 가를 알아본 결과, 상태 학습목표지향성이 낮은 경우에는 기대부응이론에 근거한 교차문화훈련이 학업수행에 도움이 되지만, 상태 학습목표지향성이 높은 경우에는 오히려 해가 될 수 있다는 것을 발견하였다. 그러나 다른 준거변인들에 대해서는 이러한 상호작용 효과가 나타나지 않았다. 본 연구 결과가 유학생의 적응 및 상태 학습목표지향성에 대한 이론적 연구와 현장 적용에 대해 가지는 시사점 및 향후 연구 방향에 대해 논의하였다.

The study conceptualized learning goal orientation as a state individual difference and examined the effect of the state learning goal orientation on adjustment and performance of international students in Korea. Data from 62international students in one university collected over one semester showed that state learning goal orientation had significant and positive effects on adjustment, academic performance, affective commitment, and attitude to Korea. Also, the study examined whether state learning goal orientation moderated the effects of cross-cultural training based on met expectations hypothesis. The interaction was significant for academic achievement. The interaction pattern suggested that the only those who had a low state learning goal orientation got the benefits of the cross-cultural training based on met expectations hypothesis while the training might have negative effects on those with a high state learning goal orientation. The implications of the current findings on adjustment and performance of international students as well as state learning goal orientation and future research directions were discussed.

Purpose: This study aimed to examine the effects of a standardized patient-based home nursing simulation on nursing students' learning self-efficacy, problem-solving process, and practicum satisfaction among nursing students. Method: A quasi-experimental one-group pretest?posttest design was used. Participants were 63 senior nursing students who had completed community health nursing courses. The simulation scenario involved a frail older adult with hypertension and requiring students to assess health status, identify problems, provide nursing interventions and education, and connect the patiennt with community resources. The program was conducted in pairs and included pre-briefing, simulation performance, and debriefing sessions. Data were collected using structured questionnaires and analyzed using paired t-tests. Results: Learning self-efficacy significantly increased from 52.57±11.85 to 65.02±5.04 (t=12.20, p<.001). Problem-solving process scores improved from 114.54±12.34 to 134.63±11.85 (t=10.27, p<.001), and practicum satisfaction increased from 68.20±7.62 to 80.86±5.83 (t=10.45, p<.001). Conclusion: The findings suggest that standardized patient-based home nursing simulation is an effective educational strategy for enhance nursing students’ competencies for communitybased practice.

숭례문 화재가 사회적 이슈로서 관심집중사건으로 확장되었고 이에 따라 대중의 관심이 증가하였다. 이 사건이 주요 핵심 의제로 채택되는데는 뉴스미디어가 중요한 역할을 하였고, 정책의제 형성단계에서는 많은 전문가들이 동원되어 격렬한 아이디어 논쟁이 일어났으며 이에 따라 많은 정책대안들이 제시되었다. 이는 기존 정책의 수정․보완을 위한 정책학습의 결과로서 정책변동으로 이어졌다. 정책학습의 결과로 인한 정책변동의 구체적인 증거로써, 입법의 통과와 새로운 규정이 시행되었음을 확인 할 수 있었다. 그러나 핵심정책의제 논쟁과정에서 정부내부 또는 외부전문가, 동원집단 상호간 변동을 주도하는 정책옹호연합이 형성되지는 못하였다. 따라서「지방문화재청」신설 등 일부 제안된 아이디어는 시간이 경과함에 따라 뉴스미디어의 보도빈도 감소, 정치권 및 공론의장에서 언급되는 횟수가 줄어들면서 급격히 쇠퇴하는 경향을 보였다. 또한 사회적 이슈로 확장되는 대규모 관심집중사건이 발생하면서, 과거 사건에서 논의되어 축적되었던 정책의제와 밀접한 학습정보가 순환되고 있음이 나타났다.

The Sungraemun fire event as a focus event was expanded to a social issue and led to growth of public attention. In this process, news media played an important role in moving this event toward a critical agenda. Many professions were mobilized in the process of policy agenda formation and discussed a variety of ideas critically and suggested many policy alternatives. These alternatives were moved toward policy change as a result of policy learning for the revision and complement of existing policies. The specific evidence of policy change as a result of policy learning is that a new law was passed and new policies were implemented. But, policy advocacy coalition which takes initiative the change - inside government, outside - and mobilization group in the debate process of focus policy agenda was not formed. there fore, some suggested alternatives like "local Cultural Heritage Administration" were faded away to keep pace with the decreasing - on the news media and - on the public debate arena. Meanwhile a large scale focus event moved to a social issue, learning informations which were closely related to policy agenda were cycled through accumulation accrued from the debate of past thought.

The purpose of this study is to analyze and verify the learning process from the case of a “Japanese learned by songs” class and self-reflection about learning activities for 36 students who were learning Japanese for the first time and beginner-level Japanese learners. It is intended to consider the effect of learning the Japanese language and Japanese culture and circumstances through songs. After the learners learned the song, they created and submitted an assignment every time and gave feedback. Among them, the self-reflection part created by the learners is valuable material data that we can grasp the learning process and changes in cognition. Therefore, the researcher analyzed and verified the learning process based on the material that organized the self-reflection part. It seems that lessons using songs are particularly related to the use of three strategies: memory, cognition, and affection. By working with these strategies, the learner gradually overcomes the three variables of the affective filter: low motivation, lack of self-confidence, and great anxiety. It was found that the lessons using songs contributed to lowering the affective filter of learners at various levels and worked to activate the vectors that promote learning.

本研究の目的は、初心者及び初級レベルの日本語学習者36名を対象に行なった 「歌で学ぶ日本語」授業の事例と学習活動についての自己省察から学習過程の分 析･検証を行ない、歌で日本語及び日本文化･事情を学ぶことの効果について考 察することである。学習者が歌を学んだあと、毎回課題を作成・提出させ、 フィードバックを行なうのであるが、その中で学習者の作成した自己省察部分 は、歌で日本語･文化を学ぶ学習者の学習過程や認識の変化などを把握すること ができる貴重な資料データである。したがって、その自己省察部分を整理した 資料をもとに、学習者の学習過程を分析・検証した。その結果、歌を活用した授 業は、特に記憶･認知･情意の三つのストラテジー活用と関係していると思われ る。これらのストラテジーが作用することで、学習者は情意フィルター (affective filter)の3つの変数である動機(motivation)の低さ、自信 (self-motivation)のなさ、不安(anxiety)の大きさを徐々に克服し、言語習得が 促進されるベクトルが働く。すなわち、歌を活用した授業は、様々なレベルの 学習者たちの情意フィルターを低くし、習得を促進するベクトルを働かせる のに寄与する。

본 연구는 대학원에서 중년기 여성 학습자들의 자아실현 과정에 대한 개별적 특수성 과 다양한 상황 맥락적인 경험을 이해하기 위하여 Charmaz의 구성주의 근거이론 방법 을 사용하여 분석하였다. 연구의 결과를 통하여 평생교육 관점에서 배움의 과정이 오늘 날 중년기 여성 학습자의 자아실현에 어떠한 영향을 미치는지 이해하는 계기를 마련하 고자 하였다. 또한 이 연구는 다가올 미래를 행복하게 살아가기 위한 준비로서 자아의 성장과 실현이 어떻게 변화·발전되는지에 대한 시사점을 제공하고자 함에 그 목적이 있 다. 이를 위해 대학원 학습 경험이 있는 중년기 여성 학습자 10명과 11주간(2017년 6월 셋째 주 ~ 8월 넷째 주) 심층면담을 실시하였다. 초기코딩과 초점코딩의 분석 과정을 통해 144개의 개념과 30개의 하위범주, 11개의 상위범주를 도출하였다. 이를 바탕으로 자아실현 과정에 대한 이론적 코딩은 현상에 대한 핵심적인 범주인 ‘극복(克復)하고자 하는 화두를 가지게 됨’을 도출하여 구조화된 이론적인 공식으로 발전시켰다. 본 연구에 서 중년기 여성 학습자의 자아실현 과정은 인생의 ‘喜怒哀樂慾’에 의해 발견-통찰-발전 의 프로세스 반복을 통해 끊임없이 극복(克復)해야 하는 문제(화두)를 해결해가는 순환 의 의미를 가지게 되었다.

The purpose of this study is to understand the experience of self - realization of middle - aged female learners in the graduate school. The middle-aged Korean people are making various efforts to adapt to a rapidly changing society, one of which is participating in the field of higher lifelong education. Learning of middle-aged learners should be educationally discussed in terms of social role development and self-realization. In this study, the researcher analyzed Charmaz’ constructivism grounded theory to understand the self - realization process of middle - aged female learners. The researcher conducted in - depth interviews with 10 middle - aged female learners who had graduate school experience in 11 weeks (from the 3rd week of June to the 4th week of August, 2017). Through the analysis of initial coding and focus coding, 144 concepts, 30 subcategories, and 11 categories were derived. The theoretical coding of the self-realization process has developed into a structured theoretical formula by deriving a core category of phenomenon, ‘get having a issue to becoming to self’. In this study, the process of self - realization has a circular structure which is a problem that must be constantly challenged through the process iteration of ‘discovery - insight – development’.

이 연구는 A다문화가족센터라는 일터 공간에서 이루어지는 무형식 학습에 주목하여 일상의 의례적 상호작용과 그 속에서 미메시스적으로 체화되는 학습과정을 살펴보고자 했다. 한국 정주민과 결혼이주여성 실무자가 함께 어우러져 다 양한 사업을 펼치는 A다문화가족지원센터는 단순히 다문화가족과 결혼이주여성을 위한 지원사업이 이루어지는 곳을 넘 어 의례적 학습이 이루어지는 사회적 공간이었다. 한국이라는 낯선 사회에 처음 발을 디디며 언어와 문화에 힘들어 했 던 결혼이주여성이 다문화센터에서의 한국어 교육과 같은 처지의 사람들, 지지하는 실무자들을 만나면서 점차 한국사회 에 적응할 수 있는 힘을 얻어갔다. 그 여성은 다시 전문성을 갖춘 센터의 실무자가 되어 자신의 적응 노하우를 전수해 주며 또 다른 ‘친정’의 역할을 하는 환류의 장소가 되고 있었다. 또한 A센터는 매일의 출근과 주간회의 티타임, 각 종 정기, 비정기 행사를 ‘함께’ 하며 알게 모르게 닮아가는 서로의 미메시스 대상이 되어 갔다. 같은 공간에 같이 모 여 같은 테이블에 모여 마주보며 일한다는 것 자체로 이들은 출신국의 차이를 느끼지 못하는 ‘같은 나라 사람’이 되 어가고 있었다.

Objectives This study focused on informal learning in the workplace space called Multicultural Family Center A. I tried to examine the ritual interactions of daily life here and the learning process embodied in mimesis. Methods This study used cultural technology to reveal the cultural learning process of marriage migrant women in the workplace and community. Data collection methods are participatory observation and in-depth interviews. Results Multicultural Family Support Center A combines Korean residents and working-level marriage migrant women to carry out various projects. It was a social space where ritual learning took place beyond simple support projects for multicultural families and marriage migrant women. Marriage migrant women, who struggled with language and culture when they first stepped into the unfamiliar society of Korea, gradually gained the power to adapt to Korean society by teaching Korean at a multicultural center and meeting people in the same situation and supporting working-level officials. Conclusions They again become working-level officials at the center with expertise. They passed on their adaptation know-how. Therefore, Center A was becoming a place of feedback that served as another 'friendship'. In addition, Center A became the target of each other's mimes, 'together' with daily work, weekly meeting tea time, various regular and irregular events. While working together in the same space, gathering at the same table, facing each other, they were becoming 'people from the same country' who could not feel the difference in their country of origin.

이 연구는 일반대학 교직과정을 이수하고 있는 학생들이 인식하는 교직 교수·학습 교육과정에 대한 현재수준과 필요수준은 어느 정도이고, 여러 교수·학습 교육과정 내용 중 어떤 내용이 우선적으로 교육과정에 반영되어야 하는가를 대응표본 t검정과 보리치 요구도 분석을 활용하여 탐색하였다. 연구 참여자는 2016년 K대학 교직실무를 수강하고 교육실습을 수행한 4학년 학생 103명이었다. 교직 교수·학습 과정 제고 방안에 대한 질문은 행정적 지원, 교수․학습 방법, 교수(강사)의 전문성, 평가방법, 교직 전문성 신장, 교육 실습의 6개 영역, 총 25개 문항으로 제시하였다. 교수학습 과정에 대한 전체학생의 현재수준 인식 정도를 살펴보면 교수·학습 방법, 교수(강사)의 전문성, 평가방법 항목에 비해 교직 전문성 신장과 교육 실습 항목이 현재 교육과정에서 충분히 구현되지 못하는 것으로 나타났고, 이 항목은 교수학습 과정에서 필요성이 가장 높게 나타났다. 요구도 분석 결과는 성적별로 다소 차이가 있었는데 성적 상위그룹에서는 임용시험 정보 습득을 통한 준비도 향상과 교수·학습 방법에 대한 요구수준이 높았고, 성적 중/하위 그룹에서는 교직 전문성 신장과 교육 실습 항목에 대한 요구수준이 높게 나타났다.

The purpose of this study is to analyze the educational needs of pre-service teacher in teacher education curriculum of non-teachers college for improving teacher professionalism by comparing how students evaluate as-is status and should be status on teaching-learning process. For this, based on literature review, questionnaire were developed and T-test, Borich Assessment Model were used to analyze. Participants were 103 university students, who took a teaching practice course and completed in teaching practicum. In the questionnaire, 6 subjects, administrative support, teaching-learning methods, instructors' professionalism, assessment methods, teaching professionalism, and teaching practicum were included. The result were as follows: based on total respondents, professionalism and teaching practicum stands at a low level currently which requires further improvement in the future. In addition, the result of Borichi's need assesment showed that there exists meaningful difference depending scores. high score group showed secondary teacher certification examination readiness and teaching-learning methods as the most needed one. middle and low score group identified professionalism and teaching practicum..