Earticle

목적 : 학교기반 작업치료는 교육전문가와 협업하는 다전문가적 접근이 필요하다. 본 연구는 일반 초등학교에 진학하 는 고위험군 아동들을 대상으로 특수교사와 작업치료사가 함께 지역사회 기관에서 협업으로 실시하는 집단교육 시간의 작업수행변화를 분석하고, 감각통합 중재의 의미를 파악하고자 하였다. 연구방법 : 예비 프로그램으로 입학준비 프로그램을 특수교사와 작업치료사의 부분적인 협업을 통해 실시한 후, 초등 학교 적응프로그램은 특수교사와 작업치료사가 전체과정을 협업하여 시행하였다. 연구대상은 6명이었다(7세 5명, 9세 1명). 프로그램 평가는 교육활동 참여에 대해 School AMPS를 실시하였고, 일정하게 구성된 자조활동에 대해 AMPS 수행기술을 관찰하여 중재전략에 활용하였다. 평가를 통한 중재전략과 그에 따라 진행된 변화를 교사와 치료사의 월간 기록을 토대로 질적 분석을 실시하였으며, 부모설문을 통해 감각프로파일을 조사하였다. 결과 : 사전 프로그램에 참가한 아동 5명 중 4명이 감각통합적인 어려움으로 수행에 영향을 받는다고 평가되었고, 이 결과가 본 프로그램 구성에 기반이 되었다. 본 프로그램 구성은 참가 아동이 속한 학년의 교실에서 수업과제 (school task)와 집단 활동, 기본 자조활동으로 이루어졌고, 수업과제활동평가 School AMPS는 통계적으로는 유의 미하지 않으나 평균 운동기술은 0.14 로짓(logit), 평균처리기술은 0.07 로짓이 향상되었다. 협업적 중재로는 감각 통합이 주된 회복적 중재로 사용되었고, 과제수행을 통해 직접 어려움이 있는 기술을 향상하는 습득적 중재, 교사의 대응전략이나 도구 및 환경 조정을 시행하는 보상/적응적 중재가 적용되었다. 기본적 자조활동들은 도움이 필요한 수준에서 자립적인 수준으로 향상되어서 반복적인 자조활동의 경험과 중재가 효과적이었다. 그러나 개선된 수행기 술들 이외에 새롭게 도전이 되는 수행기술이 발생하였고, 이런 문제들은 감정과 행동문제와 더불어 감각통합의 어려움 뿐 아니라 집단에서 일어나는 역동적 이유 때문으로 평가되었다. 결론 : 초기에는 감각통합 프로그램을 통하여 학생들의 참여가 향상될 수 있었다. 그러나, 집단 활동을 통해서 드러나 는 초등학생들의 감정조절 문제, 역할 변화에 따른 수행변화, 또래에 대한 반응문제가 드러남에 따라 감각통합적인 중재에서 더 복합적인 개인-환경-과제에 대한 중재가 필요하였다. 특수교사와 작업치료사의 협업은 상호보완적이 며 필요한 수행기술을 향상하는 데 시너지 효과가 있었다. 이 과정에서 School AMPS는 측정 가능한 결과를 일부 제시하는 데 유용하며, 향후에는 질적 분석을 보다 객관화 할 수 있는 방법들이 요구된다.

Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children’s school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach. Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents. Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons. Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.

교육과정 자율화는 교사들이 무엇을 가르치고 평가할 것인지 결정할 수 있는 자율권을 기반으로 하며, 과정중심평가, 교사별 평가 등의 정책, 성취평가제와 절대평가제는 교사 수준에서 학생의 성취도를 진단하고, 피드백을 통해 이를 지원하는 데에 목적을 둔다. 그러나 최근 수업과 평가의 괴리와 함께 교사의 평가권 보장이 시급하다는 문제가 나타나고 있으며, 이같은 상황에서 과연 평가가 학생의 성장을 도울 수 있을 것인지에 대한 우려의 목소리도 이어지고 있다. 본 연구는 이러한 문제의식을 공유하는 연구자와 동료 교사들이 협력하여 진행한 실행연구로, 한 학기 동안 공동으로 평가를 계획 및 실행하면서 수업과 평가의 괴리를 줄이고, 그동안 자율적으로 평가를 실천할 수 없었던 문제를 개선하고 더 나아가 가르치는 학생들에게 도움이 되고자 하였다. 연구자와 동료 교사들은 공동으로 구성한 평가의 의미를 바탕으로 하여 평가를 실천하고자 하였으며 학생의 삶과 경험을 성취기준이나 교과서보다 먼저 고려하고자 노력했다. 실천 과정에서 학생들 또한 교사들이 구성한 평가의 의미에 공감하고, 평가를 자신의 성장에 도움이 되는 것으로 인식할 수 있도록 지원하고자 하였으며, 평가 결과를 활용하고 교육과정과 수업 안에서 평가의 개선점을 파악하고자 하였다. 협력적 실행연구의 결과, 연구자와 동료 교사들은 수업이자 평가의 가능성을 살펴보고 성취기준을 공동 해석과 실천의 자원으로 바라볼 수 있었다. 마지막으로 재실행을 할 때 반영할 개선점으로 평가에의 학생 목소리 반영과 교과 융합형 평가를 도출하였다. 이 연구를 통해 교사들의 자율권이나 전문성이 외부로부터 부여되는 것이 아니라 교사 내부로부터 비롯된 것임을, 그리하여 교육과정 자율화의 대안적 접근으로 교사들이 공동체를 이루어 함께 교육실천의 의미를 구성하고 나누는 집단 자율성의 가능성을 주장하였다.

Curriculum autonomy is based on teachers' professionalism and authority, encompassing decisions about what to teach and how to evaluate students. This autonomy forms the foundation for policies such as process-oriented and classroom assessments. While policies like criterion-referenced assessment and achievement evaluation systems are designed to help teachers diagnose and support students' learning, a growing disconnect between instruction and assessment reveals how teachers' evaluation rights remain limited. This limitation, coupled with increasing demands for teachers' expertise and autonomy, highlights the urgent need to strengthen teachers' rights in assessment. This study is an action research project conducted by the researcher in collaboration with colleagues who share these concerns. It focuses on assessment practices, along with the reflections and challenges we encountered throughout the process. Furthermore, the study aims to address the gap between instruction and assessment, and to resolve the challenges faced in implementing teachers autonomy in practice. The researcher and colleagues aimed to implement assessment practices grounded in a collaboratively constructed understanding of assessment's purpose, prioritizing students' lives and experiences over curriculum standards or textbooks. Above all, efforts were made to help students move beyond their pre-existing perceptions of assessment, encouraging them to resonate with the meaning crafted by teachers and view evaluation as a tool for their own growth. Through this joint practice, the researcher and colleagues explored new possibilities for integrating instruction and assessment, viewing curriculum standards as resources for shared interpretation and practical application, and thus opening up alternative approaches to curriculum autonomy. Through iterative cycles of collaborative reflection and reevaluation, the study identified critical areas for further exploration, including the incorporation of student voice into assessment practices and the potential integration of interdisciplinary approaches. This study argues that teachers’ autonomy and expertise are not granted externally but rather arise from within, advocating for “collective autonomy” in which teachers form communities to jointly construct and share the meaning of educational practice as an alternative approach to curriculum autonomy.

이 연구는 청소년의 자율 협력적 독서실행 모형을 제시하고 협력적 독서방식이 청소년의 독서유효성에 미치는 효과를 검증하였다. 이를 위하여 전국 8개 지역, 61개 중·고등학교에 68개 독서클럽을 조성하고 연구집단을 독서미흡집단, 독서양호집단, 독서혼합집단으로 구분하여 청소년의 자율 협력적 독서실행을 4개월 동안 실시하였다. 독서유효성의 설문지를 제작하여 사전과 사후검사를 실시하고 SPSS 통계 프로그램을 통해 분석하였다. 연구 결과, 청소년들의 독서유효성은 긍정적으로 향상되었으며 독서미흡집단이 가장 효과적인 것으로 나타났다. 또한, 청소년의 독서행동에도 긍정적인 변화가 나타났으며 독서유효성의 변화는 독서행동에 영향을 미치는 것으로 파악되었다.

This study was to present a model of cooperative reading practice and verify reading effectiveness on youth. For this purpose, 68 reading clubs were established in 61 districts and 8 high schools. The research groups were classified as the poor reading group, the good reading group, and the mixed-skill reading group. The cooperative reading groups were carried out for four months. We developed a questionnaire on Reading effectiveness conducted it pre- and post?test, and analyzed the results through the SPSS statistical program. We found that there was a positive change in the reading effectiveness of youth and overall?the highest effectiveness was found in the poor reading group. In addition, there was a positive change in the reading behavior of youth. The change of reading effectiveness was found to affect reading behavior.

본 연구는 서울 소재 B대학과 일본 H대학 간의 한･일 온라인교류 수업의 설계와 운영, 그리고 학습자 반응을 분석하여 그 성과와 과제를 탐색하는 것을 목적으로 한다. 한 학기 내 8주간 총 8회에 걸쳐 진행된 온라인교류 종료 후, 학습자 보고서를 분석한 결과, 학생들은 실제적인 대화를 통해 언어적 자신감과 표현력이 향상되었으며, 협력적 발표 준비 과정에서 실용적 언어 사용 능력을 습득하였다. 또한 자국 문화를 학습 목표언어로 설명하는 과정을 통해 문화적 자각과 학습 동기의 강화를 경험한 것으로 나타났다. 한편, 분석 결과 다음과 같은 시사점을 도출하였다. 첫째, 교류 기간 중 발생한 학습 공백에 대응할 수 있는 대체 설계의 필요성이 제기되었다. 둘째, 흥미 기반 테마의 확장을 학습목표와 유기적으로 연계할 필요가 있다. 셋째, 성과 공유 및 환류 구조를 강화해야 한다. 넷째, 본 연구는 한 학기 단위의 단기적 사례를 중심으로 이루어졌기 때문에, 장기적･반복적 교류의 효과를 확인하기에는 한계가 있었다. 따라서 향후 연구에서는 지속적 교류가 학습 동기, 문화 이해, 언어능력에 미치는 영향을 종단적으로 탐색할 필요가 있다.

This study aims to clarify the outcomes and challenges of an online exchange program conducted between University B in Seoul and University H in Japan by examining its design, implementation, and learners’ responses. After eight sessions held over eight weeks during the semester, an analysis of students’ reports revealed that participants enhanced their linguistic confidence and expressive ability through direct interactions with Japanese peers and acquired practical language skills through collaborative presentation preparation. Furthermore, explaining their own culture in the target language fostered deeper cultural awareness and heightened learning motivation. At the same time, several pedagogical implications were identified. First, there is a need for alternative instructional designs to ensure learning continuity during exchange gaps. Second, interest-based thematic expansion should be more closely aligned with learning objectives. Third, structures for sharing learning outcomes and strengthening feedback systems should be improved. Lastly, since this study focused on a short-term case within a single semester, it was limited in verifying the long-term and continuous effects of exchange programs. Future research should explore longitudinally how sustained exchanges influence learning motivation, cultural understanding, and language proficiency.

本研究は、ソウル所在のB大学と日本のH大学との間で実施された日韓オンライン交流授業の設計および運営、さらに学習者の反応を分析し、その成果と課題を明らかにすることを目的とする。学期中8週間にわたり全8回実施されたオンライン交流終了後、学習者の報告書を分析した結果、学生は日本人との対話を通じて言語的自信と表現力を向上させ、協働的な発表準備を通じて実用的な言語運用能力を習得したことが明らかとなった。また、自国文化を目標言語で説明する過程において文化的自覚の深化と学習意欲の向上を経験したと述べている。 一方で、次のような示唆も得られた。第一に、交流の空白期間に対応し、学習の連続性を確保するための代替的設計が必要である。第二に、学習者の興味に基づくテーマの拡張を学習目標と連動させることが求められる。第三に、学習成果の共有およびフィードバック体制の強化が課題として挙げられる。第四に、本研究は一学期という短期間の事例に基づくため、長期的かつ継続的な交流の効果を検証するには限界があった。今後の研究では、継続的な交流が学習動機、文化理解、言語能力に及ぼす影響を縦断的に探究する必要がある。

This paper demonstrates the importance of the tactics used to conduct an experiment in limited resources by giving a detailed case study that centers on neutrino oscillation research in the OPERA experiment. These tactics are not currently paid enough attention by scholars on science, but they are necessary for scientists to successfully run experiments and therefore can be regarded as knowledge acquisition methods, or methodologies of experiment with limited resources. In this study, a philosopher who have conducted a fieldwork analyzed experiments together with a scientist who engaged in the experiment. In this collaboration, a model on the dynamism of experiments within the context of resource limitations is presented. From this viewpoint, it is pointed out that Franklin’s epistemology of experiment and the methodologies have a complementary relationship. Critically referring to Latour’s view on the two faces of science, these two faces are drawn as the knowledge acquisition aspect and the resource-managing aspect, a picture that matches the rationalistic stance.

This inquiry project explores the use of wikis as platforms for collaborative course design in a tertiary level conversation course for non-English majors. By overlapping Dogme instruction (Meddings & Thornbury, 2009) with critical pedagogy (Freire, 1970; Norton & Toohey, 2004; Shin, 2004; Shin & Crookes, 2005), the author experiments with digital media as a catalyst for meaningful dialog. Participants critiqued and created materials, then presented their respective chapters during one class session. Using field notes, electronic materials, questionnaires, and small group interviews, the author offers reflections based on three guiding questions: 1) What kinds of topics did learners choose to address? 2) What opportunities did the collaborative course design offer for meaningful interaction in the classroom? 3) What constraints to relevant dialog did learners experience? Results suggest that participants introduced numerous topics that could be considered controversial or politically charged. Importantly, barriers to discussion were not necessarily linked to L2 proficiency. As the semester progressed, learners’ willingness to engage with relevant topics in less conventional ways corresponded with changing perceptions of course objectives and expectations. The paper concludes by theorizing how research on language and locality informs relevant connections Dogme instruction and critical pedagogy.

In our increasingly interconnected contemporary society, the imperative of nurturing global citizenship and competence is evident when it comes to addressing the multifaceted challenges stemming from globalization. This study explores strategies for bridging the gap between in-class and out-of-class learning while expanding the reach of global competence into out-of-class learning settings. Building upon the General English course model by Oh (2021), which focuses on fostering global citizenship and competence, this research investigates the feasibility of implementing a supportive Community of Practice (CoP) model tailored for out-of-class learning environments. This study specifically assesses the potential of an online CoP model as a platform for the continuous cultivation and application of global citizenship and competence. Employing a collaborative autoethnographic approach, the research delves into the experiences of five university-level English as a Foreign Language (EFL) learners actively participating in this CoP. The research scrutinizes various dimensions of their engagement, encompassing their experiences within the CoP, prospective enhancements to the model, and the impact of digital tools on their learning journey, such as machine translation and ChatGPT on their learning journeys. The findings of this study illuminate the transformative effects of CoP activities on learners' attitudes, learning strategies, and the development of global citizenship and competence. Furthermore, it underscores the pivotal role of learners proactively harnessing technology, such as the ones mentioned above, in advancing both their level of global citizenship and their language proficiency. Additionally, the research underscores learners' comprehension of the rationale behind learning activities as a critical factor in fostering meaningful engagement. Ultimately, this research offers a blueprint for nurturing the essential skills and perspectives necessary for learners to evolve as engaged global citizens in an interconnected and interdependent world. It aligns with the imperative of fostering global competence in response to the pressi ng demands of our globali zed era.

Practical problem-solving studies in a company or organization have provided great advantages for our university and students. For example, such studies can lead them to build a stronger relationship with local governments and companies as well as develop their research through collaborative studies. On the other hand, comments from companies or organizations that accepted our students showed that they did not always have advantages. This study seeks ways to establish a sustainable long-term internship program that can offer advantages for companies. Advantages and disadvantages of the internship are written by the company on the evaluated sheet. These feedback comments are analyzed by text-mining approach. It is shown that there are three types of company and organizations depending on their reasons for accepting students. Next, suitable internship programs for each type, including their period and expense distribution are presented.

본 연구는 풀잎반의 음악적 경험 활성화 과정과 개선 과정에서 나타난 영아의 음악적 경험을 분석하고 음악활동의 실행과정을 통해 영아의 변화과정을 살펴보고자 하는 협력적 실행연구이다. 연구대상은 서울시에 위치한 민간어린이집 1∼2세 혼합반의 영아 10명과 담당교사2명이며, 자료수집은 계획안, 동영상과 사진, 교사협의내용, 교사저널, 참여관찰을 통해 이루어졌다. 수집된 모든 자료들은 삼각측정법을 통해 교차적으로 고찰함으로써 타당도를 높이고자 하였고, 수집된 자료를 바탕으로 음악환경실태와 문제점을 분석하여 실행방안을 모색하였다. 실행연구 과정에서 음악적 환경구성의 문제점, 교사주도적인 상호작용의 문제점에 대해관찰과 교사 간 협의를 통한 반성적 고찰을 통해 개선해 나갔다. 각 실행단계를 거치면서 나타난 영아의 변화는 다음과 같다. 첫째, 영아들은 능동적으로 몰입하여 음악탐색놀이를 하게되었다. 둘째, 영아들은 음악과 연계한 신체표현을 즐기게 되었다. 연구초기에 관찰되었던 교사의 민감한 상호작용의 부족과 제한된 환경적 문제를 해결하며 점차적으로 영아들의 음악적경험이 확장되어 가고 변화되어 가는 과정을 경험할 수 있었다. 또한, 풀잎반의 음악적 경험활성화 과정에서 연구자와 교사는 함께 고민하고 협력하고 지원하며 영아음악교육에 대한 효능감을 높일 수 있었다.

This study is a collaborative practice study that analyzes infants’ musical experiences during the process of activating and improving musical experiences in the grassy class and examines the process of change in infants through the execution of musical activities. The subjects of this study were ten infants and two teachers in a mixed class for one- to two-year-old's at a private daycare center in Seoul. All the collected data were examined crosswise through triangulation to increase validity: based on the collected data, the actual conditions and problems of the music environment were analyzed to find action plans. In the course of the implementation research, the problems of musical environment composition and teacher-led interaction were improved through observation and reflective consideration through discussions between teachers. The infants’ changes throughout each stage of execution are as follows. First, the infants actively immersed themselves in musical exploration play. Second, the infants enjoyed the physical expressions linked to the music. As the study progressed, it became possible to experience the process of gradually expanding and changing the musical experience of the infants by resolving the teachers’ lack of sensitive interaction and the limited environmental problems observed at the beginning of the study. Moreover, in the process of revitalizing the musical experience of the grass leaf class, researchers and teachers were able to think together, cooperate, support, and increase the efficacy of infant music education.

본 연구는 동료 교사의 협력 통한 내러티브 중심 교육과정 실행에서 교사의 경험과 유아의 언어능력에 미치는 영향에 대해 분석하고자 하였다. 이를 위해 본 연구에서는 혼합연구방법론을 적용하였다. 교사의 실행 경험을 면담을 통해 분석하였다. 내러티브 중심 유아교육과정을 통해 유아들의 언어능력의 변화를 살펴보았다. 연구대상 유치원의 만 3세 담임교사 4명과 그리고 유아 80명이었다. 연구결과는 첫째, 교사의 협력은 새로운 나를 발견하는 시간, 함께 의미를 구성하는 시간, 아이들의 이야기에 귀 기울일 수 있는 시간으로 그 의미가 발견되었다, 둘째, 교사 협력의 경험은 유아의 언어발달에 유의미한 영향을 미친 것으로 나타났다. 따라서 교사 협력을 통한 내러티브 중심 교육과정의 실행은 교사의 교육과정 이론 구성 그리고 유아의 언어 발달에 있어 유의미한 과정임을 확인할 수 있었다.

The purpose of this study was to analyze the implications of the curriculum implementation through teachers' learning community experience and its influence. In order to obtain the results of in-depth research, the mixed research methodology was applied in this study. For qualitative research, we interviewed and analyzed the experiences of curriculum implementation in teacher learning community process. The subjects of the quantitative research were 80 children ages 4 years and examined the relationship between teachers and student over 5 months. The results of this study were as follows: First, learning community experience embodied the meaning of teacher 's curriculum implementation and proposed the composition of teachers' own curriculum theory. Second, the teacher 's learning community experience influenced the relationship between teacher and young children.

Purpose : This study aimed to understand and describe the experiences of collaborative practice among health professionals in Korea. Methods : Data were collected through individual in-depth interviews conducted from January to March 2021 with 10 health professionals in Korea. All interviews were audiotaped and transcribed verbatim. The transcribed data then underwent qualitative content analysis. Results : Through content analysis, 10 categories and 3 themes were formed. Three themes, "working based on knowledge," "having difficulty in building collaborative relationships," and "playing complementary roles" emerged. Conclusion : The limitation is that the study participants are 10 health professionals in Korea working at healthcare institutions. However, this study is of great significance in that it provided basic data for preparing measures for collaborative practice among health professionals in Korea.

배경 및 목적: 본 연구는 특수교사와 언어재활사 간의 협력 현황에 대한 인식을 파악하고 현장에 적용 가능한 팀 협력 강화 방안과 이를 실현시키기 위한 조건을 알아보고자 하였다. 방법: 본 연구는 질적 연구 방법을 활용하였으며, 현장에서 근무하고 있는 특수교사 3인, 언어재활사 3인의 총 6인이 참여하여 심층면담을 진행하였다. 결과: 심층면담 내용을 분석한 결과, 크게 특수교사와 언어재활사의 협력 현황에 대한 인식과 특수교사와 언어재활사의 효과적인 협력 방안의 2개 영역으로 분류하였으며, 이는 현행 협력의 형태, 협력의 효과성과 필요성에 대한 인식, 협력 시 현실적 어려움, 현장에 적용 가능한 효과적인 협력 방안, 협력 시 갖추어야 할 조건, 적절한 협력 시 기대 효과의 6개 대주제로 구분되었다. 참여자들 모두 두 전문가 간 협력의 효과성과 필요성에 대해 인식하고 있으며, 현장 적용 가능한 협력 방안과 조건을 제시하였다. 논의 및 결론: 본 연구는 특수교사와 언어재활사 간 현행 협력의 형태와 협력에 대한 현실적인 어려움에 대하여 현장 전문가들과의 심층면담을 통해 이루어졌으며, 학교 현장에 적용할 수 있는 협력의 방안에 대하여 심도 있게 연구했다는 점에서 의의를 갖는다.

Objectives: The purpose of this study was to examine the current status of interprofessional collaborative practice (IPP) among special education teachers (SETs) and speech-language pathologists (SLPs), and to find out how to strengthen IPP among them for school-aged children with disabilities in school settings. Methods: In-depth interviews with 3 SETs and 3 SLPs were done based on their experience of IPP in school settings. The interviews were analyzed using the qualitative research method. Results: The contents of the in-depth interviews were divided into two categories: Recognition of IPP status among SETs and SLPs in school settings and the way to strengthen IPP. These were also divided into 6 themes: the current IPP type, recognition of the effects and the need for IPP, practical difficulties in IPP, applicable on-site IPP, the requirements for IPP, and the expected effects in proper IPP. All participants were aware of the effectiveness and necessity of IPP among experts and suggested ways and conditions for applying IPP to the field. Conclusion: It is meaningful that this study considered the current status and the practical difficulties related to IPP among SETs and SLPs through in-depth interviews with field experts. In addition, it is significant in that it examined the ways that IPP can be applied to the school settings.

The purpose of this study was to investigate different attitudes of officers depending on system of collaborative practice between traditional Korean medicine and western medicine. A total of 103 officials were surveyed using structured questionnaires. Data were analyzed using descriptive statistics, χ2 test with the SPSS program. Use of oriental medicine clinic was significantly higher and use of general hospitals was significantly lower in a group of users (p=.021). Higher rates of disease status were found in a group of users (p=.024). 'Overcome limits of Traditional Korean Medicine and Western Medicine' and 'collaborative practice would bring benefits' as the reasons of using collaborative practice between Traditional Korean Medicine and Western Medicine showed higher rates (p(.001). It showed high interests in collaborative practice between Traditional Korean Medicine and Western Medicine in two groups, but higher rates of prospect of collaborative practice between Traditional Korean Medicine and Western Medicine revitalization were found in the group of users. Also, more than 60% of the officers showed positive attitudes in the system of the collaborative practice. Therefore, correct researches on actual conditions about collaborative practice between Korean and Western Medicine and positive and negative aspects of this collaborative practice pointed by candidates need to be considered in order to improve candidates' health condition.

This study reports on teacher collaboration in Japanese language education by presenting practical examples of collaboration among teachers based on the writing and publishing process of the Handbook of Class Design and Practice of Collaborative Learning, which is co-authored by members of the Korean Collaborative Practice Society. The study introduces the Society and its activities and briefly summarizes the process of writing and publishing the handbook. The handbook consists of three parts: Part I ‘Collaborative Learning Factors’, which discusses the factors to consider in collaborative learning; Part II ‘Practical Cases of Collaborative Learning’, which introduces cases of collaborative classes; and Part III ‘Practical Researches on Collaborative Learning’, which reviews practical researches on collaborative learning in secondary and high education in Korea. The handbook aims to enhance the understanding of collaborative learning and enable the class design and practice of collaborative learning. The study applied the plan-do-check-act (PDCA) cycle as a dissemination plan for using the handbook and suggested implications for the continuous development of teacher collaboration by examining the overall activities of the Korean Collaborative Practice Society. It is expected that the study will provide clues for pursuing ways of collaboration among teachers as a process of sharing and creating practical intelligence.

外国語教育における交流学習は、交流自体を目的とした学習や交流という場を活用した深化学習、さらには交流相 手との協働学習など、教室と教室の外のつながりの中で学びを実現してきた。しかし、外国語教育において交流学習は いまだ浸透しているとは言えない。その理由として、例えば日韓交流学習では、実践したくても交流相手が見つから ない、学習をデザインする方法がわからないなどの教師の声が聞かれる。そこで、日韓両国の日本語教育、韓国語教育 に携わる筆者らは、交流学習に関する教師コミュニティを形成するために、日韓合同「交流学習」教師研修を行い、そ の成果と今後の課題を探った。研修参加者を対象としたアンケートの分析結果からは、交流学習実践コミュニティの 形成に一定の成果が得られたことが明らかとなった。また、交流学習の単元案の分析結果からは、学校間交流学習に限 定した単元案が多い中、教室と社会との連続性を意識した拡張的学習の萌芽とも言えるものもデザインされているこ とが明らかとなった。筆者らはこの分析結果をもとに、今後、交流相手とともに様々な職業、様々な社会活動にかかわ る人々と交流しながら学び合う＜拡張型交流学習＞とその実践を支えるコミュニティづくりを目指すことにした。

The purpose of this article is to examine the significance of joint training in collaborative learning for foreign language teachers in Korea and Japan, and the roles and possibilities of communities of collaborative learning practice. Our two questions are as follows： (1) How did participants take the joint training? and (2) How did participants design the plans of collaborative learning? We gathered research data by having participants respond to a questionnaire survey and by having participants make lesson plans of collaborative learning. In this paper, we reported the findings and the conclusions. The results of the questionnaire survey showed that the participants had a high level of motivation for forming communities of collaborative learning practices, and the results of the analysis of the lesson plans showed the possibilities of expansive learning in collaborative learning. We concluded that the communities of collaborative learning practices would aim for forming communities which would introduce expansive learning that collaborates not only with classmates of Japan and Korea but (also) with various kinds of people, not only with classmates of Japan and Korea.

본 연구는 국내 공정무역마을운동의 중요한 활동 주체 중 하나인 대학이 지역의 협동조합과 협력거버넌스를 통해 어떻게 공정무역을 실천하는가를 분석한다. 연구질문은 다음 두 가지다. 첫째, 한국의 대학은 어떻게 공정무역을 실천하고 인증받는가? 둘째, 대학이 공정무역대학으로 인증받고 성공적으로 공정무역을 실천하는 것을 어떻게 설명할 수 있는가? 연구질문에 답하기 위해 본 논문은 성공회대의 한국공정무역대학인증 사례연구를 하였다. 연구결과는 다음과 같다. 성공회대는 독립적으로 공정무역운동을 실천하기보다는 지역사회의 협동조합과 협력거버넌스를 구축하며 공정무역마을운동의 성과를 만들어왔다. 구체적으로 소통, 신뢰, 참여, 상호이해, 성과로 이루어진 협력과정을 강화해갔다. 성공회대가 협동조합과 구축한 협력거버넌스는 대학뿐만 아니라 지역사회의 공정무역마을운동을 촉진하는 동력이 되었다. 본 연구의 이론적 시사점은 공정무역마을운동에서 대학과 지역사회의 협력과정을 이론모형으로 설명한 점이다. 또한 공정무역마을운동을 실천하고자 하는 실무자들에게 전략을 제공해준다는 실무적 시사점도 있다.

This study analyzes the roles of cooperatives and university as actors of the Fair Trade Towns movement to practice Fair Trade. Two research questions were explored. First, how is Fair Trade University created, certified, and developed? Second, what practical strategy could explain the success of Fair Trade University? In order to answer these questions, the researchers describe and explain the answers through a case study of Sungkonghoe University. The results of the research are as follows: Rather than practising the Fair Trade movement independently, Sungkonghoe University created the outcomes of the movement by establishing collaborative governance with local cooperatives. Specifically, the university strengthened the collaborative process of communication, trust-building, participation, mutual understanding, and achievement with the community. Using collaborative governance with the locals became a driving force for Sungkonghoe University to promote the Fair Trade Towns movement. The theoretical implication of this research is that the process of cooperation between universities and local cooperatives in the Fair Trade Towns movement is presented as a theoretical model. In addition, there is a practical implication in that it provides valuable strategies to practitioners in Fair Trade Towns movement.

본 연구는 국내 기업들에 대한 실증적 연구를 통하여 협력적 공급사슬관리의 실행, 기업의 혁신 역량, 흡수 역량의 세 가지 구 성개념이 기업 성과에 대하여 긍정적 영향을 주고 있는지의 검증하는 것을 첫 번째 목표로 하였고, 그러한 세 가지 변수가 어떠한 방식으로 결합할 때 가장 유의하게 기업 성과에 긍정적 영향을 미치는지를 탐색하는 것을 두 번째 목표로 하였다. 국내의 131개 업체에 대한 조사와 구조방정식 모형에 의한 검증을 수행하였고, 협력적 공급사슬관리, 혁신역량, 흡수역량이 동등하게 기업 성과 에 긍정적 영향을 미친다는 최초의 연구모형은 적합성은 확보되었으나 혁신 역량과 적응 역량은 기업 성과에 대하여 유의하지 않 고 협력적 공급사슬관리 실행이 성과에 미치는 영향만이 유의한 결과를 나타내었다. 시행착오적으로 세 가지 변수가 유의하게 성과에 영향을 미치도록 연구 모형의 수정을 시도한 결과, 적응 역량이 혁신 역량에 그리고 혁신 역량이 협력적 공급사슬관리 실행에 그리고 다시 협력적 공급사슬관리 실행이 성과에 영향을 미치는 구조의 수정된 모형이 모든 경로에서 유의하게 영향을 미친다는 결과를 얻었다. 즉 적응 역량은 선행변수로서 그리고 혁신 역량과 협력적 공급사 슬관리 실행은 매개변수로서 기능한다는 모형이 가장 유의한 것으로 나타났다. 이러한 결과는 혁신 역량, 적응 역량 등의 기업의 역량들은 성과에 직접적인 영향을 제공하지 않고 기업의 행동적 측면을 통해 서 간접적으로 영향을 미치며, 기업의 행동 및 전략으로서의 협력적 공급사슬관리 실행은 성과에 직접적 영향을 미친다는 것을 의미한다. 이는 혁신 역량으로 대표되는 기업의 역량은 경쟁우위의 원천이지만, 통합적 능력으로서 기업의 다양한 세부적 활동의 배후에서 작용하는 능력이라는 기존의 정의 및 관점과 연결되는 결과이다. 그리고 본 연구는 장기적 성과 개선을 필요로 하는 기 업은 적응 역량 강화에 그리고 단기적 성과 개선을 시도하는 기업은 혁신 역량의 강화에 집중하는 것이 한정된 자원의 활용 및 배분에 적절한 방향이라는 시사점도 제공한다.

In this study, we aimed to check the validity and reliability of three constructs of innovation capacity, adaptive capacity and collaborative SCM practice and tried to verify if these factors affect positively on corporate performance in a sample consisting of Korean companies. Furthermore, we planned to check whether there are preceding or mediating relationships among those three constructs to improve performance more. After checking validity and reliability of three constructs or variables, we practiced structural equation model analysis which sets those three variables as independent variables and corporate performance as dependent one as the first model of this study. As the result, only collaborate SCM practice has significant effect on performance while innovation and adaptive capacities do not. To improve model’s significance and relevance, we tried to modify the first model and to find the most relevant model using our survey data. The model which sets adaptive capacity as preceding variable, innovation capacity as the first mediating variable and collaborative SCM practice as the second mediating variable showed result that all relationship or paths are significant. The results of our study can be linked to existing viewpoint that corporate capacities as sub-concepts of ‘competence’ do not affect on performance directly and are integrative abilities functioning as background or behind factors over specific activities of companies. Also, they offer a implication that companies seeking short term performance improvements have to focus on enhancing innovation capacity, while companies seeking long term ones on enhancing adaptive capacity.

Background and Objectives: The purpose of the study was to explore the attitude of workers toward a system of collaborative hospital practice between western and traditional Korean medicine, to identify factors influencing this attitude, and discuss the reasons socioeconomic groups' differences. Method: The data were collected with a questionnaire for this study from 14 April 2009 to 1 May 2009. Data were analyzed mainly via non-parametric statistics and logistic regressions utilising SPSS 17.0 (Statistical Package for the Social Sciences) to determine the workers' attitude about the hospital system and to predict factors contributing to positive attitudes. Results: A total of 1,260 workers working for large factories in Gwangju Metropolitan City. Findings confirmed that more than 40% of the workers show interest in the system and about 44% of the workers also express positive attitudes. Factors found to influence the workers' response included marital status, income level, health status, experience in complementary medicine services, the number of health care facilities' visit. Conclusions: The prospects to establish the system of collaborative hospital practice as reflected by the workers' view about the Korean health care service delivery system. Their attitudes toward the system differed among socioeconomic groups. Government and health care providers should identify the socioeconomic subgroups' demands and opinions in order to find and develop measures of integrating western and traditional Korean medicine in health care facilities.

이 연구는 청소년의 자율 협력적 독서실행 모형을 제시하고 협력적 독서방식이 청소년의 독서유효성에 미치는 효과를 검증하였다. 이를 위하여 전국 8개 지역, 61개 중 고등학교에 68개 독서클럽을 조성하고 연구집단을 독서미흡집단, 독서양호집단, 독서혼합집단으로 구분하여 청소년의 자율 협력적 독서실행을 4개월 동안 실시하였다. 독서유효성의 설문지를 제작하여 사전과 사후검사를 실시하고 SPSS 통계 프로그램을 통해 분석하였다. 연구 결과, 청소년들의 독서유효성은 긍정적으로 향상되었으며 독서미흡집단이 가장 효과적인 것으로 나타났다. 또한, 청소년의 독서행동에도 긍정적인 변화가 나타났으며 독서유효성의 변화는 독서행동에 영향을 미치는 것으로 파악되었다.

This study was to present a model of cooperative reading practice and verify reading effectiveness on youth. For this purpose, 68 reading clubs were established in 61 districts and 8 high schools. The research groups were classified as the poor reading group, the good reading group, and the mixed-skill reading group. The cooperative reading groups were carried out for four months. We developed a questionnaire on Reading effectiveness conducted it pre- and post-test, and analyzed the results through the SPSS statistical program. We found that there was a positive change in the reading effectiveness of youth and overall-the highest effectiveness was found in the poor reading group. In addition, there was a positive change in the reading behavior of youth. The change of reading effectiveness was found to affect reading behavior.