Earticle

배경: Schwartz에 의해 개발된 IFS치료는 참자기(Self)와의 만남으로 안정적인 정서를 형성함으로, 학생정 서·행동 특성검사에서 관심군으로 분류되는 청소년을 돕고자 하였다. 목적: 청소년기에 당면하는 위기에 잘 대처하여 안정적인 성장을 위한 긍정적 자아정체감을 향상하기 위 한 프로그램을 개발하여 정서적 안정과 치료에 효과를 보고자 하였다. 방법론/접근: 이를 위한 세부목표로 첫째, 청소년기의 특성을 살펴보고 IFS 접근을 통하여 프로그램을 개 발한다. 둘째, 자아정체감 향상 프로그램을 개발함에 있어서 필요한 프로그램 대상, 목표, 구성, 내용을 설계한다. 셋째, 청소년의 자아정체감을 향상하기 위한 실제적인 IFS 프로그램을 개발하기 위해, 예비연 구와 평가로 실제적인 IFS 프로그램을 개발한다. 넷째, 프로그램의 효과를 검증하기 위한 자아정체 감·IFS·학생정서·행동 특성검사 척도를 이용하여 사전·사후의 양적 검증과 질적 검증으로 효과를 검 증하였다. 결과/결론: 본 연구에서 개발한 청소년의 자아정체감 향상을 위한 IFS 프로그램의 구성 내용은 실험 처치 한 결과 모두 유의한 결과가 나타나 효과가 있음을 검증하였고, 또한 청소년의 자아정체감 향상을 위한 IFS치료프로그램의 자아정체감 향상, IFS(내면가족체계)의 변화, 정서행동문제의 감소는 검증결과 유의미 한 결과를 보여 효과적임이 검증되었다. 시사점: 본 연구 결과는 첫째, 학생정서·행동 특성검사의 관심군과 청소년을 대상으로 연구를 하였고, 둘째, 청소년의 관심군의 참여가 자연스럽고 적극적으로 되었다는 점이다. 셋째, 본 연구에서는 양적효과 검증과 질적 분석을 병행하는 연구를 하였다. 넷째, 청소년의 자아정체감 향상을 위한 IFS 프로그램을 구 성하였다는 점이다. Stanley Hall은 청소년은 ‘질풍노도의 시기’라고 한다. 본 연구자는 청소년기에 보이는 불안정한 정서는 치료해야 할 ‘문제’라기보다는 건강한 성인으로 발달해가는 과정중의 하나이며 발달과제로 보고 있다. 청소년의 자아정체감 향상을 위한 IFS 프로그램이 자아정체감의 위기에 자신을 이해하고 수용하여, 정서·행동적 안정을 갖게 되고, 그로 인해 긍정적인 자 아정체감의 형성으로 삶의 질 향상에 기여할 것으로 본다.

Background: IFS treatment has been developed by Schwartz, Based on the fact that it forms a stable emotion through the encounter of self, we would like to help adolescents classified as focus groups identified by the test of the student’s emotional and behavioral characteristics. Purpose: By developing a program that improves the stable growth and positive self-identity for adolescents, we tried to obtain the positive effect in the adolescences coping with the crisis. Methodology/Approach: As detailed goals as follows; (1) Observe the characteristics of adolescence and develop the programs by IFS access. (2) When the program was developed for the improvement of self-identity, it was included object, goal, composition, and content as essential factors. (3) Both preliminary research and evaluation were preceded to develop practical IFS programs to improve adolescents' self-identity. (4) The effects of the programs were verified through pre- and post-quantitative and qualitative evaluation of the self-identity, IFS, student sentiment, and the scales of behavioral characteristic test. Findings/Conclusions: The overall results of the study show that the content of the IFS program for assisting the self-identification for youth has produced significant outcomes. Furthermore, the IFS treatment program was verified to assist in the self-identification of youths, the improvement in the IFS (Internal Family System), and reduction in emotional and behavioral problems. Implications: The results of this study are as follows; (1) The focus group from the student sentiment and behavioral characteristic test and adolescents were subjected to the study. (2) It derives the natural and active participation of the interest group of adolescents. (3) The study was conducted in parallel with quantitative effect verification and qualitative analysis. (4) IFS program was successfully constructed to improve adolescents' self-identity.

본 연구의 목적은 클라이언트의 트라우마에 지속적으로 노출되는 전문가의 이차외상스트레스를 예 방하고 레질리언스를 강화하기 위해 조직적 차원에서 활용될 수 있는 이차외상스트레스 예방 프로 그램을 개발하고자 하는 것이다. 이를 위하여 개입조사모델이 활용되었다. 아동보호전문기관 상담 원들을 대상으로 욕구조사와 포커스 집단면접을 실시하여 상담원들이 경험하는 이차외상스트레스 의 수준, 이차외상스트레스가 업무와 개인적 삶에 미치는 영향, 기관에서 트라우마 관련 교육의 현 황, 이차외상스트레스 예방 프로그램을 실시한다면 필요한 내용과 운영방법 등에 대해 확인하였다. 이러한 과정을 거쳐 개발된 프로그램을 아동보호전문기관 상담원 7명을 대상으로 초기 현장실험을 실시한 결과, 개발된 프로그램이 상담원들의 이차외상스트레스와 우울 수준을 감소시키고, 스트레 스 대처방식의 사용 수준을 향상시켰음을 확인할 수 있었다. 이러한 결과를 바탕으로 장차 트라우마 에 노출된 클라이언트를 주된 대상으로 실천하는 전문가들을 위한 조직적 차원의 예방 프로그램을 최종 개발하였다.

The purpose of this study is to develop a program that can be adopted at an organizational level, preventing secondary traumatic stress and strengthening resilience of practitioners who are continuously exposed to client’s trauma. During the process of the program development, the intervention research model was employed. Both need survey and focus group interview were performed to counselors in child protection agencies, which confirmed the level of secondary traumatic stress experienced by counselors, impact on their work and personal life, and the status of the trauma-related training programs offered at an organizational level. The required contents and operational methods of the programs were also identified. A pilot study performed on 7 counselors found that the program reduced the level of secondary traumatic stress and depression, and improved the stress-coping style of the counselors. Based on the results, a preventative program was finally developed at an organizational level for practitioners working with trauma-exposed clients.

The number of English Villages in Korea has steadily increased since their introduction in 2004. Although many teachers, program developers and educators in the field of English education have acknowledged their growth, little research has been done regarding their curriculum effectiveness or program implementation. Therefore, this study develops a sample English Village program based on task-based syllabus and investigates students’ reactions. The research site was B English village in Seoul. For the study, three phases: needs analysis, program development and program implementation are conducted. Seven students participated in the experiment, and data were collected from diverse sources: interviews with students, their learning diaries, documents, and the researcher’s field notes. As a result, the four aspects of task-based learning along with the seven young learners were considered in relation to program implementation: class participation, real world relevance, class modules, and task-performance. This study implies that task-based curriculum development in English Villages can positively influence students’ learning.

The brain based educational programs are increasingly popular, because of advances in neurosciences. The purpose of this study was to develop Brain Education program and to investigate the effectiveness of Brain Education program for the mental health of the child and youth. Brain Education Program was applied to 15 elementary school students. Brain Education Program have been showing the positive effects. The scales were mental health scale, self-esteem scale and study stress scale. Elementary school students completed the brain based program over the course of 10 weeks. 15 students(8 boys, 7 girls) in a control group participated in the other class. Pre-test post-test comparisons were conducted through repeated measures ANOVA, to evaluate the effect of the Brain Education program. The results say Brain Education program positively influenced on somatization, depression, anxiety, mental health total, self esteem and stress reduction. Results were discussed in terms of possible mechanisms of benefit and an alternative method of present school education that has many problems.

이 연구는 주민자치센터의 평생교육 프로그램 개발과정을 실증적으로 탐색하는데 있다. 먼저 주민자치센터의 역할과 기능， 그리고 주민자치센터와 평생교육의 관계， 주민자치센터 평생교육과 관련한 선행연구 평생교육 프로그램 개발 이론을 고찰하였다. 이러한 문헌고찰을 통해 주민자치센터의 평생교육 프로그램의 개발에 관한 실체적 연구가 미홉함을 밝혔다. 이 연구는 프로그램 개발에 있어서 정치적 상황을 중시하는 Cevero & Wilson 의 입장에서서 질적 연구방법인 Strauss 와 Corbin 의 근거이론 (ground theory) 방법을 사용하여 연구를 진행하였다. 부산지역 3 개 주민자치센터에서 8 명의 이해관계자와 심층인터뷰를 통해 자료를 수집하였으며， 수집된 자료는 Strauss 와 Corbin 의 자료 분석방법에 따라 분석되었다. 분석결과 개방코딩 과정에서 추출된 개념은 89 개이고， 이어서 유사한 개념들을 36 개의 하위 범주로 추상화하였으며， 이는 다시 15 개 범주로 통합되었다 Strauss 와 Corbin 의 패러다임에 의한 분석의 결과 인과적 상황은 ‘프로그램 변화 요구’와 ‘프로그램에 대한 평가’였으며 중심현상은 ‘프로그램(안) 만들기’였다. 그리고 전후관계는 ‘기존 프로그램 유지 이유’와 ‘문제 프로그램 변경에 대한 저항’이었으며， 중재적 상황은 ‘동 기능의 급격한 전환’， ‘행정 관청의 지원’， ‘행·재정적 구조적 문제’， ‘ stakeholder 의 전문성’이었다. 중심현상에 대한 작용/상호작용 전략으로는 ‘변화를 위한 구조 마련’과 ‘우|원회 제도의 운영’， ‘역량 강화를 위한 노력’이었고， 결과로는 ‘프로그램의 미미한 변화’， ‘사회적 활동으로 발전’， ‘고착화 부작용의 심화’로 나타났다. 프로그램 개발의 중심현상은 ‘주민이 만족하는 프로그램 만들기’이었고， 프로그램 개발과정에서의 특징은 주민참여율이 높은 프로그램을 편성하려는 노력， 기존 프로그램 참여자의 기득권 보호 노력， 주민자치위원회와 수강생 사이 권력의 균형과 프로그램 고착화 현상이었다.

The purpose of this study is to carηT out an empirical survey on community center’s life-long education program development procedure. The research determines the lack of empirical studies on community center’·s life-long education program development procedure through studies on various literatures. This study develops through Strauss & Corbin’s Ground Theory method, a quantitative research taking Cevero & Wilson’s position demonstrating emphasis on the political circumstance in program development. The research includes in-depth interviews with eight st밟holders from three different community centers in Busan area. The result shows the causal condition being ‘·the demand on the program change' and ‘the evaluation on the program’and the phenomenon being ‘·creating the program’It further reveals the context being ‘the reason of maintaining established program’and ‘·resistance against the change of program in controversy,’and intervening condition being ‘·the abrupt change of the affiliated function,’‘·the sUPPOrt from the administrative authorities,’‘·the problem of administrative and financial structure,’and ‘·the stakeh이ers’ professionalism.’The result indicates the phenomenon of action/interaction strategy being ‘·the structural establishment for change,’‘·the administration of commission system,’and ‘·the effort to reinforce the capability,’and consequence being ‘·the slight change of program,’‘·the development to social activity,’and ‘·the deepening side effect of fixation.'

The purpose of this study was to decide the priority order of practical arts education program model development at National University of Education. This study was carried out through literature review related to practical arts education, program model development, and the priority order. Parts of practical arts education program development consisted of 4 parts in the planning stage, 5 parts in the designing stage, 4 parts in the implementing stage and 4 parts in the evaluating stage. The priority order of practical arts education program model development was judged at the base of 'importance-realization approach'. According to the result analysis, the priority order was given to 'systematic prognosis and problem ascertainment of curriculum at National University of Education', 'program needs assessment', 'contents selection and systemization of the program', 'marketing of the program', 'evaluation of the program output', and 'feedback of the program evaluation result'. In future, an in-depth study about these themes should be carried out to develop a delicate and helpful program.

초등학교 집단상담은 교육적인 목표의 달성이라는 측면에서 성인대상의 집단상담과 성격상 매우 다르다 발달과정을 거치고 있는 아동이기 때문에 예방적 차원의 집단상담은 더 많이 필요하다. 그렇지만 초등학교의 집단상담은 재량활동 시간과 자투리 시간을 이용하여 이루어지고 있으며， 이것조차 담임교사의 의지가 없으면 불가능하다. 또한， 아동의 특성에 적합한 형태의 집단상담 프로그램이 개발되어야 함에도 불구하고 성인대상의 상담프로그램을 적절히 재구성하거나 약화시켜 사용하는 경우가 많았다 본고에서는 이러한 문제점을 개선하기 위하여， 먼저 연구자가 이론에 근거하여 초등학교 집단상담 프로그램이 갖춰야 할 기본적인 틀(frame)을 제시하고 16시간에 걸쳐 초등상담대학원 석사과정의 교사들과 프로그램의 개발에 대한 논의를 하였다. 그 결과 초등학교 집단상담 프로그램을 개발할 때에는 요구도 조사， 내용구성， 조직화， 운영， 평가가 중요하다는 데 의견일치를 보았다. 위의 다섯 가지 영역에 대한 검토를 통하여 새로운 프로그램 개발의 근거로 제시하고자 한다. 또한 현재까지 국내에서 진행된 초등학교 집단상담 프로그램에 대한 현황을 점검하여 새로운 프로그램의 개발과 관련된 문제점과 개선책을 본고의 과제로 기술하였다.

Group counseling in elementary school is very unique in many respects due to the fact that is targets young people from the aspects of realizing educational go때s and solving problems. Because it targets children who are undergoing development process, group counseling of the preventive nature is required even more. The reality, however, is that the group counseling in elementary school is carried out during the “left-over" time such as the time allocated for extracurricular activities. Worse yet, if there the homeroom teachers are not willing, then even this is not carried out. Moreover, method used for group counseling is simply re-configuration or modification of the consultation method used for adults regardless of the fact that it is necessary to develop diverse group counseling programs due to the characteristics of the children. T 0 improve these problems, this research paper suggests the basic frame that this type of program needs, and held extensive discussions with sixteen teachers who were pursuing their master’s degree for holding group counseling in elementary schools. As a result, consensus was developed that research of demand, contents configuration, organization， operation and evaluation are crucial for developing group counseling program in elementary school. And the results are to be used as important back-up material for the development of new program by holding de때led discussions on the above mentioned five topics. Furthermore, this paper presents the direction for the development of program going forth by evaluating the group counseling program in elementary school conducted in Korea to this day, and mentions the challenges that lie ahead.

본 연구의 목적은 인공지능 교육의 부족한 시수에 대한 보완 방안으로 초등수학과 교육과정에 맞춘 인공지능 융합 교육프로그램을 개발하는 것이다. 이를 위해 인공 지능 교육과 교과 교육을 융합한 다양한 선행연구를 분석하고 프로그램 개발의 방 향을 설정하였다. 그리고 현행 2015 초등수학과 교육과정의 3~4학년군 성취기준을 단원별로 분석하고 적용할 수 있는 인공지능 관련 개념을 추출하여 연결하였다. 이 를 바탕으로 초등학교 4학년 수학 교과의 10개의 단원에서 총 20개의 성취기준을 적용한 10차시의 초등수학 인공지능 융합 교육프로그램을 개발하였다. 이 프로그램 에 대하여 현직 교사의 전문가 집단 12명이 개발 프로그램의 타당도와 현장 적용 성을 검증하였다. 결론으로, 초등수학과 교육과정의 단원별 성취기준과 인공지능 개념의 연결이 가능하며, 이를 바탕으로 개발한 인공지능 수학 융합 교육프로그램 에 대한 타당성 및 현장 적용성을 확보하였다. 그리고 개발 프로그램을 실제 교육 현장에 적용하여 효과성을 확인할 필요가 있고, 다양한 교수·학습 활동 자료 및 교사를 위한 안내 자료의 개발과 다양한 학년에 적용할 수 있는 프로그램 개발을 제언하였다.

The purpose of this study is to develop an artificial intelligence convergence education program tailored to the elementary mathematics curriculum as a supplementary measure for the insufficient number of hours of artificial intelligence education. To achieve this goal, various previous studies that converged AI education and subject education were analyzed, and the direction of program development was set. In addition, the achievement standards of the 3rd and 4th grade groups of the elementary mathematics curriculum were analyzed by unit, and AI-related concepts that could be applied were extracted and connected. Based on this, an elementary mathematics AI convergence education program for the 10 lessons were developed by applying a total of 20 achievement standards in 10 units. Twelve expert groups of incumbent teachers verified the validity and field applicability of the developed program. In conclusion, it is possible to link the achievement standards of each unit of the elementary mathematics curriculum and the concept of artificial intelligence, and the validity and field applicability of the developed artificial intelligence mathematics convergence education program are secured. In addition, it is necessary to confirm the effectiveness of the developed program by applying it to the actual educational field, and it is proposed to develop various teaching and learning activity materials and guide materials for teachers and to develop programs that can be applied to various grades.

이 연구는 초등학생의 심리정서적 어려움을 중재하기 위한 방안으로 그림책 기반 정서조절 능력 향상 프로그램을 개발하고 그 효과를 검증하는 데 목적이 있다. 이 연구에서는 정서조 절능력 및 그림책 관련 선행연구를 분석하고, 그림책 관련 외부 전문가의 자문을 토대로 초 등학교 4학년 학생을 대상으로 한 그림책 기반 정서조절능력 향상 프로그램(13회기)를 구안 하였다. 프로그램의 효과를 양적으로 검증하기 위해 G도 소재 초등학교 4학년 34명(실험집단 18명, 통제집단 16명)을 대상으로 정서조절능력에 대한 사전, 사후검사를 실시하고, 공분산분 석을 통해 그 효과를 분석하였다. 연구 결과, 초등학교 4학년 학생을 위한 그림책 기반 정서 조절능력 향상 프로그램에 참여한 실험집단은 통제집단에 비해 정서조절능력 전체 점수에서 유의미한 향상을 보였으며, 하위 요인 분석에서도 행동적 및 체험적 수준에서 유의한 변화가 나타났다. 이 연구는 최근 교육 현장에서 활발히 활용되고 있는 그림책을 기반으로 초등학교 현장 적용 가능성을 고려한 정서조절능력 향상 프로그램을 개발하고 그 효과를 검증하였다 는 점에서 의의가 있다.

The purpose of this study was to develop and verify the effectiveness of a picture book-based emotional regulation enhancement program as an intervention for elementary school students experiencing psychological and emotional difficulties. To this end, prior research on emotional regulation and picture books was analyzed, and based on consultations with external experts in the field, a 13-session program was designed for fourth-grade elementary school students. For quantitative verification of the program’s effectiveness, the study was conducted with 34 fourth-grade students at an elementary school in Province G (18 in the experimental group and 16 in the control group). Pre- and post-tests on emotional regulation ability were administered, and the data were analyzed using ANCOVA. The results showed that the experimental group that participated in the program demonstrated significant improvement in overall emotional regulation scores compared to the control group, with notable changes observed in behavioral and experiential sub-factors. This study is meaningful in that it developed and empirically tested a picture book-based program aimed at enhancing emotional regulation, reflecting the increasing use of picture books in educational practice, and demonstrated its applicability in elementary school settings.

4차 산업혁명 시대에 필요한 인재를 육성하기 위해서는 학생들의 특성과 요구에 맞는 학습자 중심 수업이 필요 하다. 특히 다양한 요구와 관심을 갖고 수업에 참여하는 영재 학생들에게는 이러한 학습자 중심의 학생 능동형 수업이 더욱 의미를 갖는다. 이러한 요구에 부응하기 위해 본 연구에서는 플립드 러닝을 기반으로 하는 학습자 주도형 과학영재 교육 교수-학습 모형을 개발하고, 해당 모형을 기반으로 실제 프로그램을 개발하여 영재 수업에 적용하고 다양한 학습 결과를 분석하였다. 나아가 학습자 주도형 과학영재 교육 프로그램을 보다 효율적으로 운영하기 위한 방안을 제안하였다.

In order to foster talented people needed for the 4th Industrial Revolution, learner-centered classes that meet the characteristics and needs of students are needed. In particular, the learner-centered student-active class is more meaningful for gifted students who have diverse needs and interests. In order to meet these demands, this study developed a learner-centered science gifted education teaching-learning model based on flipped learning, and analyzed various results revealed after applying the developed program to the gifted class. Based on the results, we proposed a plan for more efficient operation of future learner-centered science gifted education programs.

In response to growing needs for developing Korean Language teacher expertise and diverse Korean language learners, appropriate retraining programs are the key to successful Korean language education. The purpose of this study is to specify and guide program contents designed to retrain Korean language teachers for multicultural families. For this goal, a questionnaire survey was adopted as a main research tool and literatures on national and international teacher training were reviewed. One hundred thirteen teachers who attended multicultural teacher training programs were surveyed and their responses were analyzed in quantitative and qualitative ways. The results of the study showed that the factors affecting the programs are as follows: 1) In-depth Korean pedagogical content knowledge, 2) various, practical practices in Korean teaching methods, 3) developing and utilizing Korean teaching materials, 4) comprehension on assessment system, 5) understanding the uniqueness of immigrant students, 6) teaching- reflection and sharing teaching moments, 7) developing strategy and direction for cultural pedagogy. Therefore, this study may shed light on shaping teaching expertise to build teacher development.

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.

Despite many innovative changes such as CLT and task-based teaching, ELT still continues to transmit linguistic skills mostly to prepare learners for future job market (Canagarajah, 1999; Kim, 2002; Norton & Toohey, 2004; Pennycook, 2001; Sung, 2006). Accordingly, in a way to challenge the status quo of decontextualized practices in EFL in Korea, this paper exemplifies the researcher's emic experiences of realigning ELT to critical theory(CT) and pedagogy(CP) for an MA English program over the years. More specifically, after presenting existing literature on the history of ELT in Korea and CT and CP, this study utilized a research method of bricolage (Denzin & Lincoln, 2005) in which the teacher and student interviews, the student survey, and other relevant curricular and instructional materials were cross-compared and analyzed in the manner of triangulation. In doing so, this paper explains a few principles of developing an EFL graduate program for both domestic and international students. The results showed that exposing students to English-only environments and external faculty from abroad played key roles in the program. However, the lack of coherent administrative support and the high faculty turn-over rate posed constant threats to the enhancement of the program. Lastly, the paper calls for the urgent need of glocalizing curricular and instructional elements in TEFL for ‘critically conscious and conscientious’ practices by mobilizing the concept of 'criticality' in EFL contexts.

Purpose: This systematic literature review and meta-analysis explored extended reality (XR)-based pediatric nursing simulation programs and analyzed their effectiveness. Methods: A literature search was conducted between May 1 and 30, 2022 in the following electronic databases: MEDLINE, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), and CINAHL. The search period was from 2000 to 2022. In total, 6,095 articles were reviewed according to the inclusion and exclusion criteria, and 14 articles were selected for the final content analysis and 10 for the meta-analysis. Dataanalysis was performed using descriptive statistics and the Comprehensive Meta-Analysis program. Results: XR-based pediatric nursing simulation programs have increased since 2019. Studies using virtual reality with manikins or high-fidelity simulators were the most common, with six studies. The total effect size was statistically significant at 0.84 (95% confidence interval=0.50-1.19, z=4.82, p<.001). Conclusion: Based on the findings, we suggest developing standardized guidelines for the operation of virtual pediatric nursing simulation education and practice. Simultaneously, theapplication of more sophisticated research designs for effect measurement and the combined applications of various virtual simulation methods are needed to validate the most effective simulation methodology.

Purpose: Education on infant safe sleep practices has been known to reduce the risk of sleep-related sudden unexpected infant death. Since sleep environments may vary across sociocultural contexts, infant safe sleep education needs to reflect specific sociocultural settings. This study aimed to develop an educational Protocol for Infant Safe Sleep (PISS) for primary caregivers in Korea that considers parenting behaviors and cultural characteristics. Methods: This study was conducted in three key methodological steps: (1) retrieval, de- fining, and systematic classification of PISS content; (2) the structural formulation of the content as an educational protocol; and (3) content validation. For the first step, a literature review was conducted, along with an analysis of educational materials from institution websites related to infant safe sleep and online parenting communities. Field observations were also conducted to identify relevant Korean culture characteristics. Based on these findings, the PISS was developed. Content validity index was assessed by six professionals, and the results were reflected into the educational program. Results: The PISS intervention provided an educational video and booklet and enhanced learning via phone counseling and educational kit, which comprised an illustrated safe sleep sticker and a calendar-style activity diary. The educational content consisted of (1) sleep location, (2) sleep position, (3) bedding, (4) clothes and temperature, and (5) other considerations. Conclusion: This study developed the PISS, an intangible educational intervention based on Korean sociocultural characteristics and specific guidelines for primary caregivers. Future research should evaluate the effectiveness of this program in promoting safe sleep practices.

Purpose: We developed a virtual reality (VR) program for use in pediatric nursing practicums to help nursing students learn to measure vital signs in children. Methods: The analysis, design, development, implementation, and evaluation model was employed between July 2021 and December 2021 at a university in South Korea. In the analysis phase, in-depth interviews were conducted with four nursing students, two nursing school graduates, and four experts. The topic and contents of the VR program were settled in the design phase. The VR program was developed and subsequently used and evaluated by 20 nursing students and four experts. Results: The contents of the VR program for pediatric nursing practicums included the measurement of vital signs in a newborn baby and a young child, as well as an evaluation system. The mean score for the nursing students' satisfaction with practice was 4.02 out of 5 points. The mean scores for overall satisfaction with the VR program were 4.15 and 4.79 out of 5 points for nursing students and experts, respectively. Conclusion: The VR program developed in this study allows nursing students to practice measuring vital signs in children, thus improving the students' clinical performance in pediatric nursing.

Purpose: To describe the process of systematically developing an integrated health pro- motion program for school-age children from vulnerable families. Methods: In this study, we applied the first three steps?analysis, design, and develop- ment (ADD)?of the analysis, design, development, implementation, and evaluation (ADDIE) model. The analysis step involved a literature review and needs assessment. In the design step, program components were considered and a program draft was devel- oped. The program content was modified based on expert validation in the development step. The preliminary program was administered in the implementation step, and the fi- nal program was confirmed in the evaluation step. Results: The program contents were based on the literature review, needs assessment, and Ryan’s integrated theory of health behavior change. The content was valid, and the educational material was appropriate for school-age children from vulnerable families. The finalized program consists of six sessions to promote physical, psychological, and social health using individual/group and face-to-face/online methods, including two that involve both parents and children. Conclusion: This study presents a detailed description of how the program was devel- oped and illustrates the critical elements that should be considered during similar pro- gram development. The effect of this program on health promotion behavior should be examined in future research.

Purpose: Hybrid simulation has emerged to increase the practicality of simulation trainingby combining simulators and standardized patient (SP) that implement realistic clinicalenvironments at a high level. This study aimed to develop a hybrid simulation programfocused on case of pediatric cardiac catheterization and to evaluate its effectiveness. Methods: The hybrid simulation program was developed according to the Analyze, Design,Develop, Implement, and Evaluate (ADDIE) model. And deep learning-based analysisprogram was used to analyze non-verbal communication with SP and applied it fordebriefing sessions. To verify the effect of the program, a quasi-experimental study usinga random assignment design was conducted. In total, 48 nursing students (n=24 in theexperimental group; n=24 in the control group) participated in the study. Results:Knowledge (F=3.53, p=.038), confidence in clinical performance (F=9.73, p<.001), andcommunication self-efficacy (F=5.20, p=.007) showed a significant difference in bothgroups and interaction between time points, and the communication ability of the experimentalgroup increased significantly (t=3.32, p=.003). Conclusion: Hybrid simulationprogram developed in this study has been proven effective, it can be implemented inchild nursing education. Future research should focus on developing and incorporatingvarious hybrid simulation programs using SP into the nursing curriculum and evaluatingtheir effectiveness.

Purpose: This study aimed to develop and evaluate the effectiveness of an educational program on developmental positioning (EPDP) for nurses in neonatal intensive care units (NICUs). Methods: The study utilized a non-equivalent control group pretestposttest design. Sixty NICU nurses were recruited from two university hospitals in Daejeon, South Korea. The EPDP consisted of a 7-week program: 3 weeks of education and practice, followed by 4 weeks of encouragement messages using social networking services. Developmental positioning (DP) posters and DP aids were also provided during the intervention period. The intervention group (n=30) received the EPDP, but not the control group. The data were analyzed using the x2 test, the Fisher exact test, the independent t-test, and repeated-measures analysis of variance. Results: Participants' knowledge (t=7.49, p<.001), attitudes (t=1.99, p=.001), self-efficacy (t=2.99, p=.004), performance of DP (t=2.98, p=.004) and Infant Positioning Assessment Tool (IPAT) scores (F=29.50, p<.001) were significantly higher in the intervention group than in the control group. Conclusion: The EPDP can be an effective and useful program for improving the performance of DP among NICU nurses by increasing their knowledge, attitudes, and self-efficacy of DP. However, further research involving various NICU settings is needed to gather more empirical evidence.