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정철영(Chul-young Jyung),정진철(Jinchul Jeong),이종범(Jongbum Lee),남중수(Jungsoo Nam),정지은(Jieun Jeong),임소현(So Hyun Im) 한국진로교육학회 2017 진로교육연구 Vol.30 No.3
이 연구의 목적은 교육대학교 및 사범대학에서 진로교육과 관련하여 운영 중인 강좌에서 다루고 있는 내용을 분석하여 교원 양성기관에서 진로교육 관련 교사교육에 시사점을 도출하는 데 있다. 이 연구의 주된 내용은 ① 초·중등 진로교육 및 초․중등교원 양성기관의 교육과정 현황 분석, ② 교원양성기관에서의 진로교육 내용 영역 도출, ③ 초·중등 교원 양성기관의 진로교육 관련 강좌의 진로교육 내용 분석, ④ 교원 양성기관의 진로교육 관련 교사교육에 대한 시사점 도출로, 관련 문헌 분석 및 교원양성기관의 진로교육 관련 강좌 강의계획서 내용 분석을 통하여 시사점을 도출하였다. 분석 결과, 첫째, 초등학교에서의 진로교육개념, 초등학교의 진로교육에서 교사의 역할 등의 내용을 다루고 실제로 모의수업을 통해 경험해 보는 강의가 필요하다. 또한, 초등 진로교육 단계의 진로교육 목표 중 중요한 부분의 하나가 긍정적인 직업관 형성이라는 점을 고려하여 그에 대한 내용도 중요하게 다루어질 필요가 있다. 둘째, 중등교원 양성기관에서는 교직이수 및 대학원 등의 과정보다 체계적으로 운영된다고 볼 수 있는 사범대학 내에서도 교원의 진로교육역량을 개발하기 위한 교육 프로그램에 대한 인식과 실천이 미흡하다고 볼 수 있다. 예비교사의 진로교육역량을 강화하기 위해서는 예비교사가 필수로 이수하는 교육과정 내에서 진로교육과 관련한 구체적인 교육과정운영 가이드라인 제시가 필요하며, 현재 중등교원 양성기관에서 이루어지는 교육과정에 대한 개선 및 보완을 위해 표준화된 교육 내용 및 방법을 제시할 필요가 있다. The purpose of this study was to analyze the contents of the courses operated in relation to career education at the universities of education and colleges of education and to draw implications for teacher education related to career education in teacher education institutes. Specific objectives to accomplish the research goal were as follows: first, to identify the curriculum of elementary and secondary career education and primary and secondary teacher education institutes second, to derive the contents of career education contents in teacher education institutes third to analyze he contents of career education of teacher education institute fourth, to suggest implications for teacher"s education related to career education by analyzing literature and syllabus of lectures related to career education in teacher education institutes. The results of this study were as follows. First, the courses related to career education, operated by elementary school teacher education institutes mostly include the concept of career education, career theory and self-understanding area. However, understanding of changing gender role, attitudes for occupation and the formation of habits need to be more important. Second, in the courses related to career education of secondary teacher education institutes, it needs to more cover the contents of school career education. Also it is necessary to present the standardized contents of the courses related to career education provided by the secondary teacher education institute.
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정철영(Chyul Young Jyung),이광호(Kwang Ho Lee),최현국(Hyun Kook Choi),정진철(Jin Chul Jeong),고재성(Jae Sung Go) 한국직업교육학회 1999 職業 敎育 硏究 Vol.18 No.2
Both academic high schools and vocational high schools have failed to meet the various needs of high school students. Therefore, alternative high school systems were explored. Ministry of Education suggested one of the alternatives would be an integrated high school system. The purpose of this study was to assess the needs of stakeholders in secondary vocational education on the adoption of an integrated high school system. Those stakeholders were students, parents, teachers, and principals of vocational high schools as well as personnels managers in various companies. This study was conducted through both reviewing literatures available and surveying. The major finding of the study were as follows: 1) Most stakeholders perceived that an integrated high school system would have positive impacts. 2) The integrated high school system was not perceived as an effective alternative to the current vocational high school system which faced various problems. 3) If the integrated high school system will be adopted, it should be applied to all the high schools regardless their school type and location. 4) Problems would be anticipated if the integrated high school system would be adopted to the vocational high schools. It was concluded that the adoption of an integrated high school system should be decided after being pilot-tested for at least three years and the new system should be adopted to academic high schools at the same time.
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정진철(Jin Chul Jeong),정철영(Chyul Young Jyung) 한국직업교육학회 1999 職業 敎育 硏究 Vol.18 No.1
The purpose of this study was to identify perceptions of the high school teachers regarding key competencies needed for the workforce. This study was conducted through reviewing literature and surveying subjects about key competencies needed for the workforce by using the questionnaires. The major findings in this study were as follows: 1) The respondents perceived key competencies for the workforce were required to be taught in the high school programs. 2) Key competency-based programs were supported by the respondents. 3) The respondents perceived key competencies for the workforce were included little bit in the present high school programs. 4) The respondents perceived all key competencies presented in this study should be needed, when the students get on the workplace in the future.
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김진모,정철영,주대진,길대환,박종선,송민철 한국농업교육학회 2011 농업교육과 인적자원개발 Vol.43 No.4
급격하게 변화하는 환경에 대응할 수 있는 전문농업인을 체계적으로 육성해야하는 현 시점에서 농업인에게 실제적으로 요구되는 능력 및 역량을 표준화하고 농업인의 능력수준을 체계적으로 파악해야 할 필요성이 제기되고 있다. 이에 따라 본 연구는 농업생산 역량 진단도구 개발을 목적으로 하였다. 이를 위해 문헌 고찰, 전문가 협의회, 전문가 자문, 설문조사 등의 방법을 활용하여 23개 품목별 농업인의 성장단계 및 성취기준을 설정하고, 농업생산 역량모델을 개발한 후 이를 토대로 역량 진단도구를 개발하였다. 농업생산 역량모델은 직무분석 접근방법을 기반으로 하여 직무과제 분석을 실시하였고, 그 결과에 따라 역량 및 행동지표를 개발하였다. 역량 진단도구는 자가진단 방식으로 현재수준을 측정하도록 하였으며, 전문가 패널을 통해 설정한 개발목표 및 중요도와 비교할 수 있도록 구성하였다. 이 연구를 통해 도출된 주요 결과는 다음과 같다. 첫째, 농업인의 성장단계를 초보자, 준전문가, 전문가의 3단계로 규정하였다. 둘째, 농업인의 성장단계별 성취기준을 품목별로 설정하였다. 셋째, 23개 품목별 직무과제 분석을 통해 농업생산 역량모델을 개발하였다. 넷째, 품목별 역량모델의 행동지표를 활용한 문항개발을 통해 농업생산 역량 진단도구를 개발하였다. There are increasing needs to systematically foster professional farmers who can cope with the rapidly changing environment. Therefore, it is important to set competency standards for farmers and to systematically measure levels of farmers competencies. For this reason, the purpose of this study was to develop an assessment tool for farmers agriculture production competency. Through a literature review, council meetings, experts consultation and survey, we set developmental stages and achievement standards of farmers for 23 farming products, developed an agricultural production competency model, and finally developed an agricultural production competency assessment tool. A competency model for agricultural production was developed using job and task analysis, and competency behavioral indicators were developed according to the job analysis result. A competency assessment tool was made to measure farmers’present state of competency level by a self-assessment method and was designed to be able to compare themselves with developmental objectives and level of importance set by the expert panel. The result of this study is as follows: 1) Developmental stages of farmers were determined as three levels: beginners, semi-professionals and professionals; 2) Achievement standards for each developmental stage of farmers were set; 3) Agriculture production competency model was developed using job and task analysis for 23 farming products; 4) Assessment tool for agriculture production competency was developed by developing questionnaire items with competency behavioral indicators.
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