Earticle

이 글에서는 역량기반 교육의 실행과 관련하여 2015 개정 교육과정 역사과 교과 역량 설 정의 문제점을 파악하고 역량 도입에 따른 평가 방향의 변화 속에서 요구되는 역사과 교과 역량 평가의 과제를 제안하고자 하였다. 교과 역량의 평가 문제를 고려하면 현재 역사과 교 과 역량의 개념과 하위 요소가 평가 요소로 작용할 수 있도록 구조화될 필요가 있으며, 학 습 활동을 통해 이루어진 성취의 달성도를 평가할 수 있는 기준 설정에 기여할 수 있어야 할 것이다. 이를 위해서 독일 헤센 주와 베를린 주의 역사 교과 역량 수준 구체화 방식에 주목할 필 요가 있다. 특히 역사과 고유의 사고력 발휘에서 핵심적인 역사적 증거 개념에 대한 이해, 연속성과 변화에 대한 이해를 중심으로 교과 역량을 체계화한 점이 시사하는 바가 크다. 또한 실제 문제 상황에서의 적용 및 수행 능력을 중시하는 역량 기반 교육에서 강조하는 문제해결력이나 비판적 사고와 같은 ‘일반 역량’의 경우, 별도의 평가 대상으로 간주되기 보다는 교과에서 중시하는 지식이나 기능과 어떻게 연계하여 평가할 것인가의 문제를 고 민할 필요가 있다. 교과에서 중시되는 개념적 이해(conceptual understanding)나 인식론적 지 식(epistemic knowledge)을 중심으로 교과 학습 자체의 현상에 대한 인식과 이해를 제고하는 것이 지식을 낯선 맥락에 적용하고 새로운 이해로 나아가는 핵심역량 함양에 기여할 수 있을 것이다.

This study sets out to investigate the status and characteristics of the so-called subject-specific competencies, as defined in the 2015 revised National History Curriculum. The aim of this study is to offer suggestions for the development and assessment of those curriculum capabilities in teaching and learning history. These suggestions are as follows: The key concepts and elements of the subject-specific competencies in history curriculum need to be re-defined, with a close attention paid to defining a vision for the assessment of competencies. To this end, it is worth considering the ways in which the level of competencies outlined in the history curriculum of the two German States, Hessen and Berlin, are systematized on the basis of disciplinary thinking. In particular, the level descriptions specified in the curriculum of the both states highlight the importance of understanding historical concepts such as evidence and causal relationships in designing a competence based curriculum. Worryingly, there has been a tendency to view generic competencies such as problem-solving and critical thinking as primary objectives of competency-based education, without any attempt to link those capacities with the acquisition of the core knowledge and skills of specific school subjects. In conclusion, in the development of subject-specific competencies in history, the focus needs to be put on fostering conceptual understanding and epistemic knowledge, which are domain-specific rather than domain-free. This approach will help students apply specific knowledge to unfamiliar contexts, and thus form new understandings, which will contribute to building up key competencies.

Purpose: The aim of this paper is to create a generic competency model based on the entry-level positions’ requirements of human resource managers in trading companies operating in the Czech Republic. The proposed model should define an optimal set of key competencies that a competent graduate of business degree should have to be successful in specific selection processes for different graduate jobs in trading companies and thus be successful in performing job duties. Design/methodology/approach: The research question for this study was which key competencies business graduates need the most for entry-level positions in the field of trading and which ideal behavior is expected for such competencies. Within the questionnaire survey, the degree of significance of the defined key competencies was subsequently determined. The target population consisted of trading companies with 25 - 249 employees based and operating in the Czech Republic that are willing to hire fresh graduates for entry-level positions. The quantitative data was finally obtained from 419 companies. On the basis of the data analysis results, a generic competency model of a university graduate of business degree was created. Findings: The generic model developed on the basis of the data from trading companies consists of two parts. It defines an optimal set of 6 key competencies as well as the expected behavior that a competent business graduate should have to succeed in specific selection processes for various positions in trading companies that require university education, and subsequently, to be successful in performing jobs in the trade sector. Research limitations/implications: The research limitations are caused mainly by two factors: the company size and products that the trading company is (re)selling. Although specific key competencies can be rated as very important by two different recruiters in the questionnaire, requirements, and expectations of a small company operating in an extremely competitive environment may be significantly higher than in the case of company with large staff and an extensive customer base, or vice versa. Originality/value: The resulting competency model can make the selection process more transparent for both recruiters and job candidates because of established standards concerning desirable key competencies for such positions in trading companies. At the same time, this tool can be an acceleration and suitable starting point for more extensive implementation of the modern competency-based approach for economics and business degrees at universities.