Earticle

본 연구는 제주대학교가 주관한 2025년 제주 지역 늘봄학교 강사 연수 운영 사례를 분석하여, 지역의 특수성을 반 영한 역량 강화 연수 모형의 가능성을 탐색하는 데 목적이 있다. 이를 위해 기초 및 심화 과정 이수자 273명의 데이 터와 만족도 조사 결과를 실증적으로 분석하였다. 분석 결과, 연수 참여자의 70.9%가 40~50대 경력 보유 여성 및 중 장년층으로 나타났다. 연수 프로그램에 대한 전반적인 만족도는 5점 만점에 평균 4.85점으로 매우 높았으며, 특히 ‘디지털 ‧ 기술(98.9%)’ 및 ‘문화 ‧ 예술(99.1%)’영역에서 압도적인 만족도를 기록하고 분야 간 편차 없는 고른 역량 강화 효과가 입증되었다. 또한 제주의 생태 ‧ 환경 및 4.3 등을 주제로 한 ‘지역 특화형 융합 강좌’는 참여자들에게 높은 호 응을 얻었으며, 강사들의 현장 적용 효능감의 향상 인식이 확인되었다. 본 연구는 이러한 분석 결과를 바탕으로, 대 학과 지역 사회가 연계하여 지역 인재를 양성하고, 제주만의 교육 자원을 활용한 ‘제주형 늘봄 강사 역량 강화 모형’ 을 제안한다. 이는 향후 늘봄학교의 질적 제고와 지속 가능한 운영을 위한 기초 자료로 활용될 수 있을 것이다.

This study explores the potential of a regional competency-building model by analyzing the case of the 2025 Neulbom School Instructor Training Program hosted by Jeju National University. To this end, the study empirically analyzed participation data and satisfaction survey results from 273 trainees who completed the basic and advanced courses. The analysis revealed that 70.9% of the participants were middle-aged individuals, primarily women with prior career experience in their 40s and 50s. The overall satisfaction with the training program was exceptionally high, averaging 4.85 out of 5. Notably, the "Digital & Technology” (98.9%) and "Culture & Arts” (99.1%) sectors recorded overwhelming satisfaction rates, demonstrating a balanced competency enhancement effect across different fields. Furthermore, "Region-Specific Convergence Courses” focusing on themes such as Jeju's ecology and the April 3rd Incident were highly well-received, confirming a perceived improvement in the instructors' self-efficacy for field application. Based on these findings, this study proposes a "Jeju-type Neulbom Instructor Competency Building Model” that fosters local talent through university-community collaboration and utilizes Jeju’s unique educational resources. This study provides foundational data for the qualitative enhancement and sustainable operation of Neulbom Schools in the future.

This study proposes an approach to unsupervisedly estimate the number of classes and the parameters of defining the classes in order to train the classifier. In the proposed method, the image is segmented using a spatial region growing based on hierarchical clustering, and fuzzy training is then employed to find the sample classes that well represent the ground truth. For cluster validation, this approach iteratively estimates the class-parameters in the fuzzy training for the sample classes and continuously computes the log-likelihood ratio of two consecutive class-numbers. The maximum ratio rule is applied to determine the optimal number of classes. The experimental results show that the new scheme proposed in this study could be used to select the regions with different characteristics existed on the scene of observed image as an alternative of field survey that is so expensive.

Kim, Yeong-Geun & Ren, Cong-Yin. 2015. 6. 30. A Study on Re-training Methods for Chinese Korean Language Teachers, Considering the Racial Composition: Based on the Need Analysis of Jhejiang Region’s Teachers. Bilingual Research 59, 25-51. This study aims to let Chinese teachers teaching Korean to improve their teaching skills more effectively by providing them a re-training program. To find out the effectiveness of the program, the study conducted a survey on Chinese teachers teaching Korean language in Zhejiang, China. The survey especially focused on the participation rate, merits and demerits of the re-training program, and demand of the program. In addition, it also analyzes the curriculum of existing re-training program for teachers and designs a new re-training program for improving the teaching quality of the Chinese teachers teaching Korean language. Among these teachers, ethnic Korean teachers living in China hold an intermediary position since they have both Korean language and culture and Chinese language and culture at the same time. Therefore, they should be approached as the different ways. Hence, the study suggests the re-training program it is divided as the three parts. The first part is the require curriculum both ethnic Korean teachers and Chinese teachers. And the second part is the curriculum for ethnic Korean teachers living in China, focusing on teaching methods, contemporary Korean culture and differences between Korean language and the language ethnic Koreans living in China use. The study also separately suggests a re-training program for teachers from Han Chinese(and other races in China) focusing on studying the advanced Korean language and traditional culture, and comparing both Korean and Chinese cultures.(Kyunghee University)