청소년 기업가정신 교육 프로그램 개발 : 대학 재학 후기 청소년을 중심으로

현순안 고신대학교 교육대학원 2017 국내석사

Abstract This study aims to develop a systematic curriculum in relation to fostering entrepreneurship to help young adult develop entrepreneurial ways of thinking, attitude, and behavior patterns. This study was conducted by participating in the development of a 12 period program with the organizing principle of “Venture Star,” which is an entrepreneurship and star-up establishment ability program for young adult, developed by Kim Se-gwang at the National Youth Policy Institute (2014) in his study titled “Study for Fostering Youth Entrepreneurship & Encouraging start-up Ⅰ.” This study was further complemented and modified through program implementation in the liberal art elective course “Life Design and Self-Enrichment” of a K Christian university in the first semester of 2016. The program aiming to develop youth entrepreneurship ability developed a program centering on the human function and the conceptual function among the factors affecting entrepreneurship—technical, human and conceptual functions. Five among the total of 12 periods are on entrepreneurs’ perspectives, strategies, time management, human relation management and company projects, respectively. A program developed through literature and previous studies was implemented and then modified and complemented, to raise the overall degree of completion through the researcher’s observation and contemplation, learners’ feedback and contemplation and the analysis of assignments and assessments. The results of the implemented programs showed a high interest and participation rate in creative teaching methods. And changes in their ways of thinking and behavioral patterns implied that realistic and practical entrepreneurship had been fostered. It was also confirmed that the benefits of cooperation in teaching and learning were experienced and learned. And in the cases where such education methods are applied, more preparation is required, and more thoughts and research are needed in terms of assessment. Through the first implementation, the composition and content of each period were adjusted. The emphases in modifying the content were as follows. First, problems presented for the activities were concrete and diverse. Second, diverse activity sheets were developed to be utilized as a teaching tool for a prepared and planned class, thus helping learners clearly understand a given task and the class proceeds smoothly. Third, more content was added for a richer explanation. Fourth, various types of teaching-learning methods were arranged in a crossover and multiple manner. This way, the composition and content of each period were modified and complemented to be conducted in the same liberal art course of the same university in 2017. The implications of this study lie in that it met the educational needs at a governmental level, that a theory as practical as possible was developed to be applicable in reality and then implemented, and that practical materials were provided. Long-term plans and subdivided programs for different education courses should be developed for youth of all ages, and education methods should pursue innovation by adopting entrepreneurship. And this education program needs to be evaluated in a way that considers all of the technical, human and conceptual functions of entrepreneurship in a balanced way. Entrepreneurship should be dealt with not only in the areas of economy and start-up but also in cultural, political and social areas. And an in-depth study on the significance of this study from the perspective of Christian education needs to be conducted. 본 연구는 청소년이 기업가적 사고방식 및 태도, 그리고 더 나아가 행동양식 등을 함양시킬 수 있는 기업가정신 함양과 관련한 체계적인 커리큘럼을 개발하는데 그 목적을 두고 있다. 본 연구는 김세광(2014)이 한국청소년정책연구원(2014)의 ‘청소년 기업가정신 함양 및 창업 활성화 방안 연구Ⅰ’에서 개발한 청소년 기업가정신 및 창업 역량 프로그램인 ‘벤처스타(Venture Star)’의 프로그램 구성 원리를 가지고 12차시 프로그램 개발에 참여하고 2016년 1학기 K 기독교대학의 교양 선택 과목 ‘생애설계와 자기계발’에서 프로그램 실행을 통해 보완 수정하였다. 청소년 기업가정신 역량을 개발하기 위한 본 프로그램은 기업가정신의 영향 요인-기술적 기능, 인간적 기능, 개념적 기능 중에 인간적 기능과 개념적 기능에 중점을 두고 교육 프로그램을 개발하였다. 본 연구자는 12차시 중 기업가의 시선, 전략, 시간관리, 인맥관리, 기업 프로젝트에 대한 5차시를 개발하였음을 밝힌다. 문헌 연구와 선행 연구를 통해 개발된 프로그램을 실행하여 연구자의 관찰 및 성찰과 학습자의 피드백, 성찰 그리고 과제물과 평가물의 분석을 통해 프로그램을 전체적으로 수정 보완하여 완성도를 높였다. 프로그램의 실행에서 나타난 결과를 보면 창의적 수업 방식에 대한 높은 흥미와 참여도를 보였다. 그들의 사고방식과 행동양식의 변화를 이루어 실제적이고 실천적으로 기업가 정신이 함양되었음을 알 수 있었다. 교수와 학습에 있어서 협력의 유익을 경험하고 체득하게 되었음을 알 수 있었다. 이러한 교육 방법의 경우 많은 준비가 요구되어 지며 평가의 문제에 있어서 좀 더 많은 고민과 연구가 필요하다는 것이다. 1차 실행을 통해 차시별 구성과 내용을 조정하였다. 수정된 내용에 있어 첫째, 활동을 위해 제시된 문제를 구체적으로 여러 가지로 제시하려고 하였다. 둘째, 다양한 활동지를 개발하여 수업 도구로 활용할 수 있게 하여 수업의 준비성과 계획성을 높이고 학습 참여자가 주어진 문제를 명확하게 이해하고 원활한 수업 진행을 돕도록 하였다. 셋째, 내용적으로 더 추가하여 그 설명을 풍성하게 뒷받침하도록 하였다. 넷째, 다양한 형태의 교수-학습 형태를 교차적이며 복합적으로 배치하도록 하였다. 이와 같이 2017년 동일 대학 동일 교양 과목에서 진행하기 위해 수정 보완되었다. 본 연구의 함의점은 정부 차원의 교육적 요구에 부응했다는 점과 실천적으로 적용 가능한 실제적 이론에 가깝도록 정리하여 적용하였다는 점 그리고 실제적인 자료 제공이 이루어 졌다는 점이다. 제언으로는 청소년 전 연령을 대상으로 한 장기적인 계획과 교육 과정별 세분화된 프로그램 개발이 필요하며 교육의 방법에 있어서도 기업가정신을 적용하여 혁신을 추구해야 할 것이다. 또한, 본 교육 프로그램에 대한 평가가 이루어져야 하며 기업가정신의 기술적, 인간적, 개념적인 기능이 골고루 균형을 이루어 다루어져야 한다. 경제, 창업 영역뿐 아닌 문화, 정치, 사회 영역에서의 앙트르프러너십이 다루어져야 하고 기독교 대학에서 실시된 본 교육의 기독교 교육적 의미에 대한 심층적인 연구가 필요하다고 본다.

제주형 자율학교의 특징과 개선 방안 : 제1기 시범운영 초등학교를 중심으로

현순안 제주대학교 교육대학원 2009 국내석사

본 연구는 아름답고 살기 좋은 제주, 희망이 넘치는 국제자유도시의 성공적 추진을 위한 국제수준의 우수한 모델 학교로 창출한 제주형 자율학교가 교육과정의 편성 운영, 교과용 도서의 사용, 원어민 교사의 확대 배치 등에 대한 대폭적인 자율권 부여, 교육과정 편성 및 프로그램 개발 운영비 등의 행․재정적 지원, 자율학교 근무 교직원에 대한 인사상 인센티브를 포함하여 2007년부터 시범 운영되어 종합적인 평가가 이루어졌으며, 이에 따른 새로운 방향을 설정하고자 하였다. 따라서 연구의 목적은 초․중등교육법 제61조 1항과 동법 시행령 제105조에 근거하고 제주특별자치도 설치 및 국제자유도시 조성을 위한 특별법 제 186조 및 동법 시행령 제29~31조에 의해 2007년부터 제주도에서 실시했던 제1기 제주형 자율학교의 종합평가를 바탕으로 제2기 제주형 자율학교 개선 방안을 모색하는데 있다. 이 연구를 수행하기 위해 첫째, 학교자율화 정책의 논거와 자율학교의 유형 및 외국의 사례를 통한 시사점을 살펴보고, 둘째, 제주형 자율학교의 도입 배경과 법제적 기초를 바탕으로 학교헌장의 제정, 교육과정 편성 및 운영상의 특례, 특성화 프로그램 측면, 성과지표에 따른 제주형 자율학교의 특징을 조사 분석하였다. 셋째, 학교 자율성 및 특례 적용 범위 관련 규정에 대한 법제적 측면에서의 쟁점과 교육과정, 재정 및 평가에 대한 운영적 측면에서의 쟁점, 그 밖의 지원체제에 대해 문헌 분석의 방법과 문헌의 빈약성을 보완하기 위해 제주형 자율학교 정책이 실제로 적용되고 있는 5개 초등학교의 근무 교원 중 면담 대상자를 선정한 면담조사로 실시하여 재정리하였다. 그 결과 첫째, 학교 자율성 보장 및 특례 적용 범위의 확대를 통한 법제적 측면에 대한 개선방안이 필요하고, 둘째, 자율적인 교육과정 및 재정 편성과 평가의 전문성을 통한 운영적 측면에 대한 개선방안이 필요하며, 셋째, 학교장 인사 자율권, 교원 연수 강화, 및 학교 시설 정비를 포함하는 지원체제 측면에서 개선할 필요가 있었다. 장기적인 제주형 자율학교 교육정책이 수립되어 자기 학교만의 특화된 프로그램을 강화하여 예산효과에 의존하지 않고 제주형 자율학교 경험이 있는 교사들을 주축으로 운영하는 진정한 제주형 자율학교를 만들어야 할 것이다. Since 2007, the Jeju Self-Governing school which has been established as a superior model school at the international level for beautiful prosperous Jeju and successful implementation of hopeful free international city, has been demonstratively run for a drastic grant of Self-Governing right on composition and management of curriculum, use of textbook, and increase and arrangement of native teachers, for financial and administrative support such as curriculum composition and operating costs for program development, and for incentive system regarding to teachers in the school. Then, this school was synthetically evaluated to set up new directions hereof. Therefore, this study aims to grope for improvement strategies of the second Jeju Self-Governing school based on the overall evaluation of the first school operated since 2007 in accordance with Clause 1 Article 61 of the Primary & Secondary Education Law and Article 105 of Enforcement Decree and with Article 186 of the Special Act on the Jeju Special Self-governing Province and Jeju Free International City and Article 29~31 of Enforcement Decree. To conduct this study, it firstly examined the basis of policy to promote the school self-regulation, type of Self-Governing school, and implications of foreign cases. Second, based on introductory background and legislative basis of Jeju Self-Governing school, it investigated and analyzed enactment of the school constitution, exception for composition and management of curriculum, the aspects of specialized program, and characteristics of the school by performance indicators. Third, in order to examine an issue on the regulation related to school self-regulation and application range of the special act in its legislative aspects, to inspect an issue on curriculum, finances and evaluation in its operational aspects, and to supplement poor literature and scanty methods of literature analysis for other supporting system, it selected teachers from 5 elementary schools, which are actually applied the policy of Jeju Self-Governing school, for interview. As the result, first, it is necessary to have improvement plans for legislative aspects through ensuring school self-regulation and expanding application range of exception. Second, it is required to set improvement strategies for operational aspects through Self-Governing composition of curriculum and finances, and specialized evaluation system. Third, it needs to improve supporting systems including Self-Governing right for appointment of the principal, teacher training enhancement, and maintenance of school facilities. It shall make a genuine Jeju Self-Governing school which establishes a long-term education policy to enhance its own specialized program not depending on the budget and is operated with the teachers experienced Jeju Self-Governing school.

포스트코로나시대에 따른 언택트러닝 교수설계자의 잡크래프팅 역량모델 개발

현순안 부경대학교 2021 국내박사

This study tried to model the competency of professors in charge of instructional design on the educational field in the rapidly changing post-corona era. The competency of the instructional designer was conceptualized in terms of 'job crafting', which means creating doing-job- abilities by oneself. And, in this study, the form of education in the post-corona era, includes face-to-face education, non-face-to-face education, and both real-time and non-real-time education, was named untact learning and research was conducted. The purpose of this study was to develop competency model of job-crafting for an untact learning instructional designer and to verify its validity. In addition, based on the developed capabilities and behavioral indicators, a competency demand survey was conducted and the needs of the capabilities development were investigated. In order to carry out the purpose of this study, behavioral event interview (BEI) and focus group interview(FGI) were conducted as well as literature study, and a draft competency model was developed based on the collected data. Based on the draft of the competency model, Delphi survey by expert panels of 12 people was conducted in the first and second rounds. By collecting the opinions of education experts, including experts in that field, a competency model consists of groups of competency , lists of capabilities, and behavioral elements was completed. The final untact learning instructional designer's job crafting competency model consists of 4 competency groups, 12 competencies, and 31 behavioral indicators. The competency group was classified into the instructional design expertise competency group, the building environment competency group, the challenging value competency group, and the burnout management competency group. The instructional design expertise competency group consists of 'initiative self-development', 'digital transformation instructional design', and 'ICT learning promotion' competency to develop oneself in relation to the task to increase the performance and value of work for the instructional designer. The building environment competency group is the competency to prepare and improve the learning environment for learners and the design environment for instructors so that teaching and learning activities can be carried out smoothly in any situation. It is divided into the 'learning environment setup' competency and the 'teaching environment setup' competency. The challenging value competency group consists of ‘reflection’, ‘problem response’, ‘collaboration’ and ‘innovation’ competencies that reinterpret the value and meaning of work and have an active attitude rather than being complacent with a given job. The burnout management competency group is the management competency that the instructional designer controls and self-controls to get out of a situation where he/she is physically, mentally, and emotionally exhausted from the burden of the environment and work. It consists of ‘relationship control’, ‘response to job change’, and ‘risk control’ competencies. Each of the 12 competencies was described by two or more and four behavioral indicators. Based on the behavioral indicators developed in this way, demand survey on competency developing was conducted. Instructional designers from various fields participated in the questionnaire randomly distributed through SNS. In the form of a Google survey, a questionnaire was limited to 100 people, and demand analysis was conducted based on the data. In all 12 competencies, the difference between the importance level and the current level of each competency perceived by the participants was significant. 'ICT learning promotion' was recognized as the most important competency, and 'innovation' was found to be the most important competency currently possessed. In the discrepancy level, which is the difference between the important level and the current level, the ‘collaboration’ capability was found to be the highest. The competency with the highest Borich requirement value was the ‘collaboration’ competency, and the lowest competency was the ‘response to job change’ competency. As a result of a schematic analysis of the LF model, ‘Initiative Self-development’, ‘Digital Transformation Teaching Design’, ‘ICT Learning Promotion’, ‘Learning Environment setup’, ‘Reflection’ and ‘Collaboration’ competencies were located in the HH quadrant, the priority development competency area. Comparing the t-test with the discrepancy level, Borich needs analysis, and LF analysis, the first priority development competency is 'Initiative Self-Development', 'Digital Transformation Teaching Design', 'ICT Learning Promotion', all competencies were applicable. And the 'collaboration' competencies of the challenge value competencies group were derived.