Earticle

본 연구는 중등 교감의 자격연수 직무역량에 대한 실태 및 요구 분석을 통해 중등 교감 자격연수 직무역량 재설정을 위한 시사점과 개선 방안 도출을 목적으로 하였다. 이를 위해 교감 자격연수 표준교육과정의 기본소양영역, 역량영역, 전문영역의 직무역량별 중요도, 수행도로 분류되는 조사 도구를 개발하고, 무선 표집된 전국 17개 시·도 중등학교 교감을 대상으로 한 설문 조사를 온라인으로 실시하였다. 조사 결과, 172개 중등학교 교감이 설문에 응답하였으며, 수집된 자료는 SPSS 24 프로그램을 활용하여 중·고등학교 교감 집단 간 평균 차이와 중요도-수행도 분석을 실시하였다. 주요 분석 결과를 요약하면, ① 역량군 및 직무역량별 수행도 평균값이 중요도 평균값에 비하여 낮고, ② 교감 리더십, 조직·인사 역량군의 중요도-수행도 평균값이 전반적으로 다른 역량군에 비하여 높으며, ③ 직무역량별로는 교원공통 역량군의 윤리의식, 책임감, 교감 리더십 역량군의 긍정적 사고, 배려(상호신뢰), 의사소통, 상황대처, 갈등관리, 학교경영 역량군의 준법성·합법성, 조직·인사 역량군의 의사결정, 공정성, 갈등 관리 등이 동일 영역 및 역량군 내에서 중요도-수행도가 상대적으로 높게 산출되었다. 마지막으로 ④ 중·고등학교 교감 집단 간 기본소양영역의 책임감 중요도, 역량영역의 배려(상호신뢰) 수행도, 전문영역의 공정성 수행도 평균 차이가 통계적으로 유의미한 값이 나타났고, IPA 결과에서는 유지·집중 영역으로 전체 직무역량 27개 가운데 중학교 12개(44.4%), 고등학교 13개(48.1%)가 각각 분류되었다. 상술한 분석 결과를 바탕으로 본 연구는 현행 교감 자격연수 직무역량의 통합·구성, 중학교와 고등학교를 분리한 중등 교감 직무 분석 수행, 교감 자격연수 총 시수의 영역별 재배정 등의 필요성을 제시하였다.

The purpose of this study was to find out the implications for the re-establishment of job competencies and the improvement plan through analyzing the status and needs of the secondary school vice-principals’ qualification training program. For this purpose, we developed a survey tool consisting of the basic area, competence area, and speciality area of the secondary school vice-principals’ qualification training program. An online questionnaire survey was conducted among the 17 provinces and cities in Korea. As a result of the survey, 172 vice-principals responded to the questionnaire. The collected data were analyzed using SPSS 24 program. The main results of the analysis can be summarized as follows: 1) The performance average for each competency group and job competence is lower than the importance average value; 2) Vice-principals leadership and organizational and personnel competence groups have higher importance-performance average than the other competency groups; 3) ethical awareness, sense of responsibility, mutual trust, positive thinking, communication, conflict management, etc. were found to be relatively high in the same domain and competence group; and 4) In the IPA results, 12 job competencies (44.4%) in middle schools and 13 job competencies (48.1%) in high schools were classified as the maintenance and intensive areas. Based on the results, this study suggested several ways to improve the secondary school vice-principals’ qualification training program.

환경1급 정교사 자격연수가 양성교육과 차이를 갖고 의미 있게 운영될 수 있도록 자격연수 현황과 문제점을 알고 발전 방안을 모색하고자 하였다. 2007학년도까지 진행된 자격연수의 교육과정을 분석하고 2006학년도 연수생을 대상으로 설문하였으며, 면담과 인터넷 게시판 글을 정리하여 연구하였다. 중등학교 환경1급 정교사 자격연수는 2004학년도부터 2007학년도까지 총 4회 진행되었다. 진행된 연수의 교육과정은 연수원의 상황에 따라 교양, 교과교육, 교과내용 등의 교육과정이 다르게 구성되었고, 환경교사가 갖추어야 할 능력 향상을 위한 연수 수요자의 요구를 반영하지 못하였다. 연구자가 2006학년도 자격연수에 참여 면담한 결과 학교 현장에서 3년 이상의 경험을 갖춘 연수생들은 교사의 교과 전문성 향상을 위한 재교육을 목적이라고 생각하였으나, 실제 연수의 만족 요인으로는 교과 전문성 향상을 위한 재교육 보다는 다른 교사와의 만남을 중요한 만족도의 요인으로 생각하였다. 자격연수에서 연수생들은 교과교육학에 대한 최신의 정보와 교수․학습 영역의 연수를 원하였고, 환경교사가 갖추어야 할 능력 1순위로 환경교육철학 영역을 나타내 향후 자격연수에서 환경교육철학과 교수학습 영역을 중시하는 교육과정 운영이 반영되어야 할 것으로 분석되었다. 환경1급 정교사 자격연수가 보다 의미있는 연수가 되기 위해 연수 수요자의 요구를 바탕으로 환경교육과가 설치되어 있는 대학에서 체계적인 교육과정을 바탕으로 한 연수가 진행될 수 있도록 행정적・재정적 지원이 필요하다.

Environmental in-service trainning for 1st grade teacher qualification in the secondary school has been carried out four times in total from 2004 to 2007 school year. The in-service program for the qualification training differed in the educational program such as general education, subject-matter education and subject content depending on the situations of each training center and did not sufficiently reflect the needs for the trainees of the training program to enhance the ability to be qualified as an environmental teacher. After the present researcher had participated in and observed the qualification training, the present researcher found out that while the trainees who have more than 3-year teaching experience in school regarded re-education to enhance teacher’s speciality for class as the purpose of the training, they thought meeting with other teachers as the important factor for the satisfaction of the training program rather than re-education to enhance teacher’s specialty for class. The trainees needed recent information regarding teaching-learning methods, and also regarded the philosophy of environmental education as the most important factor for environmental teachers, which indicates that future in-service program should be carried out in a way to emphasize those instruction area and philosophy of environmental education. Therefore, the first-grade qualification program for the environmental teachers will need the administrative and financial supports in order to improve it on the basis of the demands of participants and the systematic curriculum in a university that established the environmental education department.

This study sought the groundbreaking change in the direction of teacher training at the present time towards the future-oriented educational paradigm change in preparation for the post-corona era through the basic researches on the training environment of the General Education and Training Institute. Through this, the future-oriented teacher training and the direction of research with characterization, specialization and differentiation of the teacher training were suggested. The current teacher training operation in the traning environment of the post-corona has many difficult limitations, thus, a more innovative teacher training environment should be constructed and the re-establishment of teacher training should be sought. In order to attain the purpose, researcher analyzed prior literatures related the teacher traing program based on the analysis results, extracted analysis tool and questionnaire, and then, conducted survey method. To evaluate the analysis of satisfaction and trend of the teacher qualification training program by General Education and Training Institute of the Korea National University of Education for the past four years, this study compared and analyzed the satifaction of teacher qualification training program of the pre-corona period from 2017 to 2019 and the teacher qualification training program in the corona era in 2020 including comparative analysis of the effectiveness of teacher training programs of the pre-corona and corona-era. The data were compared and analyzed to suggest the meaningful direction and operational plan for the innovative teacher training in preparation for the future and the post-corona period. Therefore, the results for this study are intended to help in proposing changes in the teacher qualification training program and also providing basic data for the educational study.

교장은 학교교육에 있어 중요한 역할을 담당하고 있다. 이에 따라 교장의 자격은 비교적 장기간의 자격연수를 통해 부여하고 있으며, 국가적 차원에서 다루어지는 자격연수에 교육행정학은 상당한 기여를 해왔다. 그러나 최근의 교장 자격연수 과목과 내용을 살펴보면, 교육행정학에 포섭되기 어려운 주제, 그리고 포섭되는 주제이지만 실제 내용에 있어서는 교육행정학에서 많이 벗어나는 내용들이 다수 발견된다. 이는 교육행정학에서 다루는 지식들이 현장과 적절히 부응하지 못하고 있음을 시사한다. 결국 교육행정학의 적절한 변화가 요구되는 시점인 것이다. 본 연구는 그간 교육행정학에서 다루어졌던 저서들을 통해 교육행정학의 지식 기반을 밝히고, 최근 4년간(2012∼2015)의 교장 자격연수 교육 내용들을 지식 기반에 맞춰 분류하였다. 이를 통해 교육행정학의 교장 자격연수에 대한 기여 정도를 확인하고, 교육행정학이 나아갈 발전적 방향을 제안하였다. 그 내용으로는 첫째, 시대적 변화에 부응하는 기존 교육행정학 지식 기반의 심화 및 세분화, 둘째, 과거에 다루어졌으나 최근에는 소홀하게 다루어지고 있는 교육내용의 행정(교육과정행정) 영역에서의 교육행정학 지식 기반 발굴 및 심화, 셋째, 학교 경영의 실제와 문제 해결을 위한 교육내용 전달 방법을 개선하는 것이다. 이러한 방향으로 나아가기 위해서는 교육행정 연구자들의 노력과 더불어 교육행정가들의 관심과 참여도 동반되어야 할 것이다.

A principal takes an important role in school education. That is the reason that principals take a long period of qualification training and that educational administration has been contributed to national qualification trainings. However, a close look at principal qualification training shows that the contents of it have little connection to educational administration. It implies that the actual contents of educational administration do not satisfy that of education field. This shows the need of proper changes of educational administration. The study analyzes the knowledge base of educational administration through the books of them, classifies the contents of principal qualification training during the past four years, identifies how much the educational administration has been contributed to principal qualification training, and sets a progressive direction of educational administration. The contents are as follows: first, development and segmentation of knowledge base of educational administration corresponding to the change of time; second, find and development of the knowledge base of educational administration on the administrative part of educational contents (administration of curriculum), which is being neglected recently; and third, improvement of content delivery method for the presence of school administration and problem solving. For this, what matters is the effort and participation of the researchers and educational administrators.

This research is to investigate biology teachers’ stages of concerns about the Level 1 Biology Teacher Qualification Training Program and also to identify their perception, reflective thinking and intention of implementation about the subjects of this program. 39 biology teachers were participated in the survey using the Concerns Based Adoption Model (CBAM) journaling about the program. The results were as follows. First, biology teachers’ stages of concerns about the Level 1 Biology Teacher Qualification Training Program stayed at the low level in awareness concern, informational concern and personal concern, and showed very low level in management concern, consequence concern, collaboration concern and refocusing concern. Second, More than 90% biology teachers responded that they would implement 26 classes among total 29 classes in their school. They wanted concrete application examples that could be applicable to their classes, but showed a low level in collaboration concern. Biology teachers showed a high level of willingness to implement the subjects which could be highly available in class and have emerged as major interest, concrete examples that could be applied without correction or supplement. On the contrary, the willingness to implement courses requiring a high level of major was low. Therefore, it seems necessary to consider the characteristics of the participants for effective training. According to the survey, the participants have the need for core competencies and various teaching methods, but they have difficult in implementing them, therefore it is necessary develop the supplemental training program connected to actual class.

목적 본 연구는 최근 대학에서 활발히 논의되고 있는 교과연계 비교과프로그램을 통해 역량중심 기반 교육과정의 방향성과 교육지원체계를 확대 강화하기 위한 것이다. 기존연구와 다르게 역량기반 교과연계 비교과프로그램을 통해 비교과과정의 연계성을 체계적으로 분석한다는 차별성을 가지며, 최종적으로는 대학생의 현장중심 직무역량과 취⋅창업역량을 높이기 위해 효과적인 비교과프로그램 운영방안을 모색하고 역량기반 비교과프로그램의 성과모델을 제시하고자 한다. 방법 부산소재 K대학의 국가자격증 비교과프로그램을 이수한 재학생 975명을 대상으로 프로그램 만족도와 현장중심 직무역량, 맞춤형 취⋅창업역량 및 하위요인간의 관계를 분석하였다. 측정은 K대학에서 개발한 FOCUS 역량 진단도구(행동진술문 BARS)를 사용하였으며, 일반적 특성에 따른 평균차이 분석과 국가자격증 프로그램 효과성 검정을 위해 paired t-test를 실시했다. 국가자격증 프로그램과 현장중심 직무역량 및 맞춤형 취⋅창업역량간 영향관계를 규명하기 위해 상관분석 및 회귀분석을 실시했다. 분석은 SPSS ver.26.0 통계프로그램을 활용하였다. 결과 전공계열별로 국가자격증 프로그램 만족도와 연계된 역량에는 통계적으로 유의한 차이가 있었으며, 국가자격증 프로그램의 사전-사후 역량평가 결과 효과성이 있는 것으로 확인되었다. 국가자격증 프로그램 만족도는 현장중심 직무역량과 하위역량인 전공실무능력, 자기주도성에 유의미한 정(+)의 영향을 미쳤다. 국가자격증 프로그램의 만족도가 높으면 맞춤형 취⋅창업역량과 하위역량인 진로설계능력에 유의미한 정(+)의 영향을 미쳤으나 경력개발능력에는 유의하지 않은 것으로 분석되었다. 결론 교과과정 연계 국가자격증 비교과프로그램 활성화를 통해 현장중심 직무역량과 맞춤형 취⋅창업역량을 높일 수 있으며, 프로그램에 참여한 학생들의 전공실무능력과 자기주도성, 진로설계능력을 높이는데 국가자격증 비교과프로그램의 지속적 운영이 중요함을 시사한다 하겠다.

Objectives The purpose of this study is to expand and strengthen the direction of the competency-based curriculum and the educational support system through the subject-related extracurricular program that is being actively discussed in universities. Unlike previous studies, it has a differentiation in that it systematically analyzes the linkages of extracurricular courses through competency-based, subject-related extracurricular programs. Finally, in order to enhance the Field-training job competency and Specific customized job and start up competency of college students, it is intended to find an effective extracurricular program operation plan and to present a performance model of the competency-based extracurricular program. Methods The relationship between program satisfaction, Field training job competency and Specific customized job and start up competency, and sub-factors was analyzed for 975 students who completed the national qualification extracurricular program at K college in Busan. For measurement, the FOCUS competency diagnostic tool(behavioral statement BARS) developed by K college was used, and a paired t-test was performed to analyze the average difference according to general characteristics and to test the effectiveness of the national qualification extracurricular program. Regression analysis and correlation analysis were conducted to identify the impact relationship between the national qualification extracurricular program, Field training job competency and Specific customized job and start up competency. For analysis, SPSS ver.26.0 statistical program was used. Results There was a statistically significant difference in competency related to the satisfaction of the national qualification extracurricular program by major, and the effectiveness of the pre-post competency evaluation of the national qualification extracurricular program was confirmed. Satisfaction with the national qualification extracurricular program had a significant positive(+) effect on Field training job competency, sub-competence, major practical ability, and self-direction. When the satisfaction level of the national qualification extracurricular program was high, it was analyzed that it had a significant positive(+) effect on Specific customized job and start up competency and career design capability, which is a sub-competence, but was not significant on career development capability. Conclusions According to this study, by activating the national qualification extracurricular program, Field training job competency, and Specific customized job and start up competency can be increased.

이 연구는 특수학교 정교사 양성기관의 행동분석 관련 교과목을 분석하여 학사 수준 한국행동분석전문가 자격 마련을 위한 시사점을 얻고자 하였다. 전국 특수학교 정교사 양성기관인 대학 중 특수교육과 및 특수교육학부가 설치된 31개 대학교 46개 학과(전공)를 대상으로 학과 홈페이지에 탑재된 교육과정을 분석하였다. 연구 결과, 첫째, 전국 특수학교 정교사 양성 학과(전공)에서 행동분석원리와 임상실습 과목이 모두 개설된 대학은 31개 대학 중 23개 대학이다(74.2%). 둘째, 전국 특수학교 정교사 양성 학과(전공)에서 행동분석원리 관련 49과목이 개설되었고, 주로전공선택 3학점으로서, ‘행동수정’‘긍정적 행동지원’, ‘특수아행동수정’ 등의 과목명으로 나타났다. 셋째, 전국 특수학교 정교사 양성 학과(전공)에서 임상실습 관련 123과목이 개설되었고, 주로 전공선택 또는 교직의 이수구분이며, 2학점 이하 또는 3학점으로서 ‘교육봉사활동’, ‘학교현장실습’, ‘특수교육현장실습’ 등의 과목명으로 나타났다. 이 연구의 결과에 따라 행동분석전문가 학사학위 과정 마련을 위해서 예비 특수교사의 전문성 역량 강화를 위한 행동중재 관련 과목추가 개설의 필요성을 논의하였다.

The purpose of this study was to obtain implications for preparing Korean Behavior Analyst Certification by analyzing the subjects related to behavior analysis at special education teacher training that reflects the qualification standards of bachelor's degree program, which has recently been increasing interest in Korea. We analyzed the curriculum posted on the department's website for 46 departments of 31 universities with special education departments among universities that are special education teacher training institution of nationwide. The results of the study are as follows. First, 23 out of 31 colleges (74.2%) have both behavioral analysis principles and clinical practice courses in the department (major) for training teachers in special schools nationwide. Second, 49 subjects related to behavioral analysis principles were opened in the National Special School Teacher Training Department (major), and mainly consisted of 3 credits for elective major, with subject names such as ‘Behavioral modification’, ‘Positive Behavior Support’, and ‘Special child behavior modification’. Third, 123 subjects related to clinical practice were opened in the department (major) for training teachers in special schools nationwide, and mainly consisted of 3 or 2 or less credits for elective major and teaching profession, with subject names such as ‘Educational volunteer activities’, ‘School field practice’, ‘Educational volunteer activities’, and ‘Special education field practice’. According to the results of this study, in order to prepare a bachelor's degree course for behavioral analysis specialists, the necessity of opening additional courses related to behavioral interventions to strengthen the professional competence of preliminary special education teachers was discussed.