「진로교육법」의 문제점과 개선방향

최영준 한국방송통신대학교 미래원격교육연구원 2016 평생학습사회 Vol.12 No.3

The purpose of this study is critically to review the legal aspects of career education practice in terms of Career Education Act in Korea. Career Education Act enacted at June 22nd in 2015 and based on the students support at school. However this Act has the limit and the problem of legislation, there are many controversies on the Career Education Act. The declaratory legislation of career education areas, the bill contents of nominal meaning, the vagueness of the objects for career education act and the selection of main agent in the propel progress to legislate the bill have been argued. Consequently, this study tried to propose the objects of career education act, the disambiguation of career education principal, the expansion of the subject and scope for career education as lifelong education, the stipulation of main agent in the level of governmental department, the support system of higher educational and lifelong educational institutions. The discussion for revision has to focus on the main goals of act, the definition of career education terms, the principle of career education, the duty of nation, the main agent, the revitalization of career education support, and local career education. 2015년 6월 22일에 제정 공포된 현행 ｢진로교육법｣은 학교중심의 진로교육에 대한 학생 지원을 근간으로 하고 있어, 제정 당시부터 입법적 평가와 한계 그리고 문제점에 대한 지적이 지속되어 왔다. 이에 법 제정의 의미와 문제점에 대해 심도 있는 논의와 개선방안이 진로교육학회를 비롯하여 진로교육 관련자에 의해 요구되고 있다. 진로교육 법제화 과정에서 나타난 문제점을 보면 진로교육의 구체적 목적과 국가 책무 규정이 명확하지 않고, 대상과 범위가 모호하다는 지적이 있었다. 임의규정도 과다하여 상징적 의미가 강하며, 타 법과의 충돌 가능성도 있고, 전담기관의 지속성 또한 문제시되었다. 범부처 차원의 중앙진로교육협의회 미구성도 문제로 제기되었다. 이에 본 연구에서는 진로교육 관련 교육법령과 공청회 자료, 국회입법 자료, 선행연구 등의 내용분석을 통해 실효성 있는 진로교육제도의 개선방안을 모색하였다. 연구결과 ｢진로교육법｣의 목적과 진로교육 원칙의 명확화, 국민과 평생교육 방향으로 대상과 범위의 확대, 범부처 차원의 지원 명문화, 고등교육기관과 평생교육기관 지원의 구체적 제시, 전담기관의 안정성 확보, 지역과 중앙 진로교육센터의 연계, 벌칙 조항의 신설이 제시되었다.

전문계 고교 교사의 진로교육 경험에 대한 내러티브 탐구

김나라,정진철,최수정 한국진로교육학회 2009 진로교육연구 Vol.22 No.3

The purpose of this study was to investigate substantial career education experiences of vocational high school teachers through narrative inquiry of three teachers. Overall career education narratives and career education experiences were explored. The necessity of career education, the difficulties in career education, and exemplary practices were presented in the career education narrative section. Four topics were analyzed in the career education experience section: 1) the importance of career education in middle schools; 2) the effectiveness of career education in subjects-integration and extracurricular activities; 3) the importance of class teachers as a person in charge of career education; and 4) the trinity of parents, students, and teachers in career education. The conclusions and the implications to career education were derived from the results of the study. 이 연구는 전문계 고교 교사 세 명의 내러티브를 중심으로 학교현장에서 교사들의 실질적인 진로교육 경험을 탐구하였다. 크게 전문계 고교 교사의 진로교육 전반에 걸친 내러티브와 진로교육 경험 분석으로 논의를 이끌어갔다. 진로교육 내러티브에서는 전문계 고교에서 진로교육의 필요성, 진로교육의 어려움, 진로교육 성공사례를 중심으로 제시하였다. 내러티브 분석을 통한 진로교육에의 시사점에서는 교사들의 내러티브 중에서 전문계 고교 진로교육과 관련하여 가장 중요하다고 판단된 부분을 중학교 단계 진로교육의 중요성, 교과통합 및 교과 외 활동을 통한 진로교육의 효과성, 진로교육 담당인력으로서 담임교사의 중요성, 학부모-학생-교사의 삼위일체의 주제로 나누어 분석하였다. 이러한 연구 결과를 바탕으로 결론과 진로교육에의 시사점이 도출되었다.

고교생의 진로교육의 현황 및 진로역량과 관계 연구

남수정 한국청소년학회 2011 청소년학연구 Vol.18 No.11

The purpose of this study was to find out whether career education improves career competencies. To that end, "2009 survey on the status of Korean young people's career and job" published by National Youth Policy Institute (NYPI) was analyzed. The result of this study was as follows. First, it was found that the experience rate of institutional education was lower than that of school education and home education. In school education and domestic education, it was revealed that the experience rate of career education with passive type such as education through class or consultation was high while that of career education with active type such as voluntary visit to related organization or experiential activities after school was low. Second, it was revealed that the score of male was higher than that of female in experience rate in institutional education and that the score of students who attended vocational schools was higher than that of students who attended academic schools. It was revealed that academic work and economic level had positive relationships with career education but the value of correlation coefficient was not high. Third, it was revealed that personal variables and career education had partial influence on career competencies. It was revealed that there was no difference in knowledge of career according to personal variables but self understanding and decision making were influenced by personal variables. It was revealed that school education did not have influence on self understanding, knowledge of career and decision making and that home education had positive relationships with self understanding, knowledge of career and decision making and that institutional education had positive relationships with self understanding and decision making in career education. 본 연구는 진로교육의 현황과 진로교육이 진로역량을 향상시키는가를 살펴보기 위하여 한국청소년정책연구원(National Youth Policy Institute: NYPI)의 “2009 한국 청소년 진로·직업실태 조사” 자료를 이용하여 고등학교 재학중인 3,499명의 응답을 분석하였다. 본 연구의 구체적인 결과는 다음과 같다. 첫째, 진로교육의 일반적인 현황을 살펴본 결과 기관교육의 경험률이 학교교육과 가정교육의 경험률과 비교하여 상대적으로 낮은 것으로 나타났다. 학교교육과 가정교육의 경우 교과시간을 이용한 교육과 대화를 통한 교육 등 소극적인 형태의 진로교육의 경험률이 높은 반면, 방과후 체험적 활동, 가족과 관련기관을 방문하는 등의 적극적이고 체험적인 진로교육의 경험률은 낮은 것으로 나타났다. 둘째, 개인변수에 따른 진로교육의 차이를 살펴본 결과 기관교육의 경험률이 여성과 비교하여 남성의 점수가 높은 것으로 나타났으며, 일반계 집단과 비교하여 전문계 집단의 학교교육과 기관교육의 점수가 높은 것으로 나타났다. 학교성적과 경제수준의 경우 진로교육과 정적인 상관관계가 있는 것으로 나타났지만 상관계수의 값은 높지 않았다. 셋째, 개인변수와 진로교육은 부분적으로 진로역량에 영향을 주는 것으로 나타났다. 구체적으로 진로지식은 개인변수에 따른 차이가 없는 것으로 나타났지만, 자기이해와 의사결정은 개인변수에 영향을 받는 것으로 나타났다. 특히 전문계 학생의 자기이해와 의사결정의 점수가 일반계 학생의 점수와 비교하여 더 낮은 것으로 나타났다. 진로교육의 경우 학교교육은 자기이해, 진로지식, 의사결정 모두에 영향력을 행사하지 않았지만 가정교육은 자기이해, 진로지식, 의사결정 모두에 영향을 주는 것으로 나타났으며 기관교육의 경우 자기이해 및 의사결정에 영향을 주는 것으로 나타났다.

중국 일반고등학교 교사가 진로교육에 대한 인식분석

책리하,ZHOU YUETONG 한국국제교육교류학회 2023 국제교류와 융합교육 Vol.3 No.2

본 연구의 목적은 현직 중국 일반계 고등학교 교사를 대상으로 한 진로교육에 대한 교사들의 인식을 관찰하는 것이다. 어떤 형태의 진로교육 교육과정이라도, 교사들의 인식에 따라 진로교육은 다양한 방향으로 나아갈 수 있기 때문이다. 교사의 인식을 조사하기 위한 범주는 크게 진로교육의 경험/현재, 진로교육의 중요성, 진로교육의 필요성, 시행과정의 어려움, 그리고 시행방법으로 구분된다. 현재 중국 정부는 진로교육을 강력하게 장려하고 있지만, 교사들이 해당 분야의 전문성을 확보하는 데 어려움을 겪고 있다. 또한 교사들은 진로교육의 효과에 대해 높은 인식을 보이지만, 직업진로능력 개발방법에 대한 어려움을 나타내고 있다. 본 연구는 중국 일반고 교사들의 진로교육 연구의 취약성을 고려할 때, 교사들의 인식조사를 통해 진로교육을 개선하기 위한 방향을 제시하는 데 의미가 있다. The purpose of this study is to observe teachers' perceptions of career education for incumbent Chinese general high school teachers.This is because no matter what the curriculum on career education looks like, career education can eventually be conducted in various directions according to the perception of teachers who provide career education. The survey categories to examine teachers' perceptions are largely divided into five categories: experience/current of career education, importance of career education, necessity of career education, difficulty in the implementation process, and method of implementation. Currently, the Chinese government strongly encourages career education, but it lacks the ability of teachers to stockpile expertise in the field.In addition, teachers showed a high awareness of the effectiveness of career education, but they expressed difficulties in recognizing how to develop vocational career skills. This study is meaningful in that it suggested the direction of improving career education through a survey of teachers' perceptions that determine the realization of career education in a situation where career education research itself is very weak for teachers in general high schools in China.

진로교육 집중학년・학기제에서 진로개발역량 강화를 위한 교과통합 진로교육 방안 연구 - 2015 개정 기술・가정교육과정을 중심으로 -

김서현 한국가정과교육학회 2017 한국가정과교육학회지 Vol.29 No.4

The purpose of this study is to activate Home Economics integrated career education for strengthening career development competency in a career education intensive semester & grade system. To do this, the trend of subjects-integrated career education, and the relationship between achievement standards of Home Economics in high school and career development competency were analyzed, methods for Home Economics subjects-integrated career education were investigated, then a case study was developed. The main research results of this study are as follows. First despite the importance of subjects-integrated career education, there are much rooms to improve in operation of the career education intensive semester & grade system. Therefore, the systematic preparation for subjects-integrated career education is required at the time of application of the 2015 revised curriculum and the expansion of the career education intensive semester & grade system. Second, all achievement criteria in three domains of Home Economics were shown to be highly related to career development competency. Eventually it could be confirmed that the Home Economics is a core subject that meets the goals of career education and hones career development competency to be prepared as future human resources. Finally, in order to strengthen the career development competency, a case study of Home Economics integrated career curriculum focusing on the association with curriculum-teaching & learning-evaluation was developed and proposed. Even though the developed case study of curriculum has not been proven yet in the class, this study is expected to contribute to the enlargement of career education of Home Economics in the career education intensive semester & grade system as fundamental data for integration of Home Economics and career education. 본 연구는 진로교육 집중학년・학기제에서 진로개발역량 강화를 위한 가정교과통합 진로교육을 활성화하는 데 목적이 있다. 이를 위해 진로교육 집중학년・학기제에서 교과통합 진로교육의 동향, 고등학교 가정과 성취기준과 진로개발역량과의 관계 분석 및 가정교과통합 진로교육 방안을 탐색하고, 수업 사례를 개발하였다. 이 연구의 주요한 연구 결과는 다음과 같다. 첫째, 진로교육 집중학년・학기제에서 교과통합 진로교육의 중요성에도 불구하고 운영에 미흡한 점이 많다. 이에 2015 개정교육과정의 적용과 진로교육 집중학년・학기제의 확산을 앞두고 있는 시점에서 교과통합 진로교육을 위한 체계적인 준비가 요구된다. 둘째, 가정교과 3개 영역의 모든 성취기준은 진로개발역량과 관련성이 매우 높은 것으로 나타났다. 이를 통해 가정교과는 학교 진로교육의 목표를 달성하고, 미래 인재로서 갖추어야 할 진로개발역량을 길러주는 핵심적인 교과임을 확인할 수 있었다. 셋째, 진로개발역량 강화를 위해 교육과정-교수・학습-평가의 연계를 중심으로 가정교과통합 진로수업 사례를 제시하였다. 본 연구의 제한점은 개발된 수업 사례를 현장에 적용하지 못해 그 효과를 확인하지 못한 것이다. 하지만 본 연구는 가정교과와 진로교육의 통합을 위한 기초 자료로서, 진로교육 집중학년・학기제에서 가정교과의 진로교육 활성화에 기여할 것으로 기대된다.

창의적 인재양성을 위한 독일의 진로직업교육이 우리교육에 시사하는 점

유진영 창조교육학회 2013 창조교육논총 Vol.15 No.-

Career education in the German schools started with the introduction of career guidance in the 1970s. The schools have offered individual counseling about career decisions and choices, namely educational counseling and career counseling. All the teachers have been involved in the process of counseling and career guidance. As optional avenues for career preparation, factory training, plant research tour, and other similar types of work have been carried out, and with the emergence of the era of lifelong learning, German career education has been changed into lifelong career education. Thus, the career education system from kindergarten to college has been in progress with the cooperation of the parents, the Federal Ministry of Education, the Department of Education, and the Ministry of Labor. The value that the Germans give to education is reflected in the structure of the social-market economy. Thus, the educational foundation on which everyone can build his or her dream has been formed. This idea gives us a suggestion with regard to the future direction of South Korea's educational structure. Since 2011, the career teachers in South Korea have been made to take an additional teacher training course, and a career course is being offered in high school and middle school. The educational philosophy of career education, however, has not been formulated, and the current educational system is still entrance-examination-oriented. The case of Germany thus presents some points that South Korea's career education needs to pay attention to.

통합학급 상황에서 초등학교 장애학생의 진로교육

이종호,고은 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.4

The ultimate purpose of this study was to find out the current state of career education of the elementary school students with disabilities in the inclusive education setting. Therefore, the researcher examined the perception of the inclusive classroom teachers on the career education of elementary student with disabilities, actual condition and their demands comprehensively. As a survey study, this study performed the questionnaire survey with 135 inclusive classroom teachers having experience as inclusive class teacher in 62 elementary schools located in Jeonnam. In the results of this study, the answer that the career education is needed for the elementary students with disabilities occupied more than 90%, and 80% of them answered that the timing of starting the career education should be the kindergarten and the elementary school. In contrast, more than 50% answered that the career education is not performed, and approximately 80% answered that the career counseling is not performed, which means that the needs of career education are recognized but the education in the actual field is not sufficient. In addition, it was shown that the special education and the training related to the career education have significant impact on the implementation of career education. The researcher intended to find out the problems and matters to be improved in the career education for the elementary students with disabilities through the demand of inclusive classroom teacher for the career education, etc. 본 연구의 궁극적인 목적은 통합학급 상황에서의 초등학교 장애학생의 진로교육의 현주소를 밝히는데 있다. 이에 따라 연구자는 초등학교 통합학급 교사의 장애학생 진로교육에 대한 인식과 진로교육 실태 그리고 그들의 요구를 종합적으로 제시하였다. 본 연구는 조사연구로서 전남지역에 소재하고 있는 62개의 초등학교에서 통합학급 담임교사 경험을 가지고 있는 135명을 대상으로 설문조사를 실시하였다. 그 결과 초등 장애학생에게 진로교육이 필요하다는 응답은 90%이상을 차지하였으며 진로교육 시작 시기에 대해서도 약 80%가 유치원과 초등학교라고 답하였다. 그에 반하여 실시여부에 대해서는 50% 이상이 실시하지 않는다고 하였으며, 진로상담에 있어서도 약 80%가 실시하지 않은 것으로 나타났다. 즉 진로교육에 대한 필요성은 충분히 인식하지만 실제 현장에서의 교육은 매우 미흡한 수준이라는 것을 말해준다. 또한 통합교사의 특수교육과 진로교육 관련 연수는 진로교육 실시 여부 등에서 일부 유의한 영향을 미치는 것으로 나타났다. 연구자는 통합학급 교사의 진로교육 요구 등을 통해 초등학교 장애학생의 진로교육의 문제점과 개선점 등을 제시하고자 하였다.

지역사회 협력을 위한 진로교육 지원 제도 개선 방향

정지은 한국진로교육학회 2023 진로교육연구 Vol.36 No.2

The purpose of this study was to analyze the Career Education Act and the Career Education Ordinance of local governments to explore the direction of improving the career education support system for community cooperation, which has been emphasized in career education. The concept of the local career education cooperation system was established through discussion and analysis of the current status of community cooperation in career education, and the contents of career education support for community cooperation were analyzed. The role analysis of the superintendent of education and the heads of local governments, the role and function of the local career education center and career experience support center, and the community cooperation system were analyzed. As a result of the study, career education ordinances for community cooperation were enacted at the metropolitan level, focusing on the city and provincial offices of education, and at the basic level, local governments, which are general administrative systems. Based on the results of the study, the direction of improvement of the career education support system to strengthen cooperation with the historical society was discussed.

진로 교육의 관점에서 본 국어과 교육

민현식 ( Hyun Sik Min ) 한국어교육학회(구 한국국어교육연구학회) 2012 국어교육 Vol.0 No.138

The school curriculum consists of education that builds students` character, learning knowledge, socialization, and career education. The career education, which is called vocationㄴal education with a narrow focus, is to help adolescent students in particular to find their career suited to individual aptitude and talent and to develop their ability suitable to the career. Career education includes education about self, exploring careers, and practical business of a job, which all are implemented through career guides in each curriculum subject, integrated curriculum subjects, and extracurricular activities; curriculum-integrated career education is to integrate curriculum subjects and career education. Korean language curriculum describes stepwise Korean language ability which fosters elementary (1-2 grades), basic (3-4 grades), fundamental (5-6 grades), integrated (7-9 grades), and general and technical Korean language ability (10-12 grades). Such Korean language education needs to be a career-content-based curriculum for career education. Experience of exploring self-identity and a world view is what the Korean subject can fundamentally contribute to the career education. It is important that Korean language education should be balanced between education for humanities and education for career-related knowledge and skills, as well as career-specific literacy education and literacy of Chinese characters. Korean language education for specific purposes should be developed in relation to career education, with a consideration of career-specific assessment tools.

가정교과에서 ‘생활과 연계된’ 생애 관점의 진로교육 탐색

이수희 한국가정과교육학회 2012 한국가정과교육학회지 Vol.24 No.3

The purpose of this study is to find out how career education has been positioned in secondary school home economics education, and to clarify the identity of career education as one part of home economics education. Furthermore, this study tries to give alternative teaching-learning strategies for life career education across the life span. It deals with home economics curricular and journals. It also analyses the 21 sorts of home economics textbooks and one career and vocation textbook in secondary school, which are supposed to be based on the newly revised 2007 curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, career education has been positioned as one part of home economics education. Second, both career and vocation education and home economics education have dealt with the contents related to career such as self-understanding, career-exploring, deciding-making related to career, career-designing. However, career and vocation education has focused on ‘vacational career’, whereas home economics education has focused on ‘life career’ across the life span. Third, this study proposed three alternative teaching-learning strategies for life career education across the life span. 본 연구에서는 가정교과에서 진로교육은 어떻게 자리매김 되어 왔으며, 「진로와 직업」 과목과의 공통점과 상이점의 검토를 통해, 가정교과에서 진로교육의 정체성을 밝히고, 이러한 특성을 살릴 수 있는 대안적 진로교육 교수․학습 전략을 탐색하였다. 이를 위해 2007 및 2009 개정 실과(기술․가정) 교육과정, 2007 개정 교육과정에 기초해 집필된 중학교 1-3학년 가정과 교과서 각각 7권씩 21권과 진로와 직업 교과서 1권을 분석했다. 연구결과는 다음과 같다. 첫째, 가정과 교육과정과 가정과 관련 학회지를 분석한 결과, 가정과에서의 진로교육은 가정교과의 중요한 한 영역으로서 자리매김 되고 있었다. 둘째, 가정교과와 「진로와 직업」 과목에서 다루는 진로교육의 내용은 자신의 이해, 진로탐색, 진로의사결정, 진로계획 수립 및 진로라는 내용을 다루고 있는 점에서는 공통점을 가지고 있으나, 교육내용을 다루는 관점과 구체적 내용에서는 차이를 보이고 있었다. 즉, 「진로와 직업」 과목에서는 ‘직업과 연계된’ 진로(vacational career) 개념의 진로교육에 초점을 맞추고 있는 반면, 가정교과에서는 가정생활, 직업생활, 지역생활을 고려하면서, 직업에 한정하지 않고 ‘생활과 연계된’ 진로(life career) 개념의 진로교육에 초점을 맞추고 있었다. 셋째, 파악된 가정교과에서의 진로교육의 정체성을 살린 대안적 교수․학습 전략을 제안했다.