집단상담자 경력에 따른 집단상담 수퍼비전 교육내용 요구분석

이미선,권경인 한국상담학회 2009 상담학연구 Vol.10 No.2

This study recognizes supervision of group work educational need as to analyze according to careers of group workers. From the research which sees after investigating a territory and an educational contents, analyzed the group work supervision demand which follows the result in group worker career about group work supervision demand of the group worker. In order to realize this objective, group counseling was managed and need analysis was performed with 214 group workers. The analysis on a large scale about six kind educational contents territory and that subordinate contents, and group work supervision interaction level territory, the priority order of educational needs (importance X, back-calculated skillfulness X, expectations) was compared on the level of interactions of the supervision in group work, according to career levels of group workers and degree of educational needs was also compared through one-way ANOVA. As the result, as careers of group workers are higher, degree of educational need on educational contents of the supervision becomes lower gradually, and the reason why it becomes lower as careers of group workers are high, is they tend to recognize difference of skillfulness, rather than to recognize importance or expectations differently. However, they showed similar tendency on the priority order of educational need. That means, beginners, middle levels and skillful counselors group had high educational need commonly on ‘Group dynamics’ and ‘Intervention skill’ and relatively, educational needs on ‘Interaction and communication’ and Counseling plans and construction' was low as a whole. Also, as a result of needs analysis of subordinate contents of each level, they showed high tendency in ‘Difficult measurement of group dynamics’, ‘Various intervention methods in group dynamics’, ‘Negative or strong emotions’, ‘Trouble settling skill of group members’ and ‘Efficient facing’. On the other side, they showed low educational needs in ‘Proper distribution of group participation’, ‘Limitations of time-limited group and effective management’, ‘Understanding of compatible objects for works’, ‘Troubles between leader and co-leader’ and ‘An ethical dilemma’ relatively. However, there were some contents that the priority order of educational needs among beginners, middle levels and skillful counselor group, was different clearly, ‘Group members that don't have problems and refuse feedback’, ‘Time for the proper intervention and decision of the level’, ‘Connection of core problems of Here-Now and interviewee’ and ‘Understanding of matters hidden in a group’ were included herein. Finally, in case of needs of three levels of interaction in group work supervision, elementary counselors had high needs in the individual level and middle levels and skillful counselors had high needs in the group-as-a-system level and needs on the interpersonal level was low in all careers. 본 연구는 집단상담 수퍼비전 교육요구를 상담자들의 경력수준에 따라 분석하고자 하였다. 본 연구에서는 집단상담자들의 집단상담 수퍼비전 요구에 대한 영역과 교육내용을 조사한 후 그 결과를 집단상담자 경력에 따른 집단상담 수퍼비전 요구를 분석하였다. 이를 위해 집단상담을 운영 해 본 집단상담자 214명을 대상으로 요구분석을 실시하였다. 분석은 크게 여섯 가지 교육내용 영역과 그 하위내용, 그리고 집단상담 수퍼비전 상호작용 차원 영역에 대해 집단상담자들의 경력수준에 따른 교육요구(중요도×역산한 숙달도×기대수준)의 우선순위를 비교하고, 일원변량분석을 통해 교육요구도를 비교하는 절차로 이루어졌다. 그 결과, 집단상담자들의 경력수준이 높아짐에 따라 수퍼비전의 교육내용에 대한 교육요구도는 점차 낮아지고 있다. 하지만, 교육요구의 우선순위는 대체로 유사한 경향이 있음이 발견되었다. 초보, 중간수준, 그리고 숙련상담자 집단은 공통적으로 ‘집단역동’, ‘개입기술’ 영역에 대한 교육요구가 높았으며, 상대적으로 ‘상호작용 및 의사소통’, ‘상담계획 및 구조화’ 영역에 대한 교육요구는 대체로 낮은 경향이 있었다. 또한 각 영역별 하위내용들에 대한 요구를 분석한 결과, ‘어려운 집단역동의 대처’, ‘집단역동에 대한 다양한 개입방법’, ‘부정적이거나 강렬한 감정처리’, ‘집단원들 사이의 갈등처리기술’, ‘효율적 직면’, ‘전이감정의 인식 및 생산적 활용’ 등이 높은 경향이 있었다. 반면, ‘집단 참여의 적절한 분배’, ‘시간제한 집단의 한계 및 효율적 운영방법’, ‘작업을 위해 연결할 적합한 대상자 파악’, ‘집단 상담자와 코리더의 갈등’, ‘윤리적 딜레마’ 등에서 상대적으로 낮은 교육요구 경향이 있었다. 그러나 초보, 중간수준, 숙련 상담자 집단 간에 교육요구의 우선순위가 비교적 뚜렷하게 차이가 나는 내용들도 있었는데, ‘문제를 소유하지 않고 피드백을 거부하는 집단원’, ‘적절한 개입의 시기 및 수준의 결정’, ‘지금-여기와 내담자의 핵심문제 연결하기’, ‘집단 안에 숨겨진 안건 파악’, ‘집단 밖 문제를 상호작용 작업으로 전환’, ‘집단원이 말하거나 느낀 것의 심층적인 의미의 포착 및 반영’ 등이 포함되었다. 마지막으로 집단상담 수퍼비전 상호작용 세 가지 차원별 요구도를 보면 초보상담자는 개인차원, 중간수준과 숙련 상담자들은 집단전체 차원에 대한 요구도가 높았으며, 모든 경력수준에서 대인관계차원에 대한 요구도가 낮았다.

산모의 신생아 간호에 관한 교육요구도 조사

심규숙 ( Kyu Sug Sim ),고효정 ( Hyo Jung Kho ),임경희 ( Kyung Hee Lim ) 한국모자보건학회 2002 한국모자보건학회지 Vol.6 No.2

Objectives : This study was designed to compare the mothers' nursing educational needs at the time of discharge from those of 1 month later discharge to provide the basic data for the development of infant care educational programs. Methods : The subjects were consisted of 71 infant mothers who could be followed 1 month later. They were selected from a general hospital and an obstetric hospital in Daegu City. The tool used in this study was educational need scale developed by Seon-jeong Choe and it was modified by the researchers. The data were collected from February 7 to April 10, 2001. The first survey was done face to face interview at the time of discharge and the second one was done by mail. The data were analysed by descriptive statistics, mean, std deviation, paired t-test with SPSS 10.0. Results : The results of this study were as the followings; 1. The educational needs of mothers were higher at the time of discharge(3.19) than 1 month later(2.90) (t=5.808, p=0.000). 2. In each category and item, we could see the differences as following; infant care (t=7.014, p=0.000), feeding (t=3.106, p=0.003), disorder management (t=3.124, p=0.003), attachment between parents and infant(t=2.656, p=0.010), environment(t=3.961, p=0.000). As the above data show, the nursing educational needs were higher at discharge than 1 month later after discharge. However, in the unusual behavior category, the educational needs were high both at the time of discharge and 1 month later. The category showing the highest educational needs was unusual behavior part and the lowest was environment. 3. In the 18 questions among 37, some differences were observed. The questions which the mothers at the time they were discharged show the higher educational needs. 4. The questions showing the higher nursing educational needs were listed as the following (in order of high nursing educational needs) ; What can we do when infant has a breathing disorder, What can we do when infant has a seizure, What is the signal whin infant doesn't want to eat any more, What can we do when infant vomits continually, What can we do when infant doesn't defecate and the belly is going bigger and bigger. To the mothers 1 month later, the questions showing the higher educational needs were almost same as those of the mothers at the time of discharge. Conclusions : The nursing educational needs of the mothers at the time of discharge were higher than those of the mothers 1 month later. This means that the infant care programs at the time of discharge is very important. And there are some differences in the educational needs between the 2 types of time, but the disorder management and unusual behavior categories are showing high educational needs at the both time. So we need to let the mothers know about after 1 month educational programs when they take some programs at the time of discharge. This study might give some real data for the development of the infant care programs.

Educational Needs Assessment on School Consultant

진동섭,이재덕,허은정,이승호,김시영,임아란,위은주 한국교육개발원 2008 한국교육 Vol.35 No.3

This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively. Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences. This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively. Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences.

중등단계 직업교육에서의 발명·지식재산 교육내용에 대한 담당 교사의 교육요구도 우선 순위 분석

이상현,이찬주,이병욱 대한공업교육학회 2015 대한공업교육학회지 Vol.40 No.2

The purposes of this study were to analyze the property of educational needs of teachers for educational contents of invention and intellectual property in secondary vocational education and provide fundamental data for the development of job training programs so as to develop the capabilities of teachers, the base for effective education of invention intellectual property in secondary vocational education. To achieve them, educational needs for the educational contents of invention intellectual property and the priority of the educational needs in secondary vocational education based on the recognition of the teachers were analyzed and suggested. Concrete results of this study can be suggested as follows. First, the average of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education was 5.02. There were 23 items of the educational contents whose educational needs were higher than the average of the whole items and for those items and the average of each item, there were F4(The average of patent applications) 6.72, F5(Modification and supplementation of specification sheets) 6.46, F2(Writing of patent floor plans) 6.39, F3(Writing of patent specification sheets and abstraction) 6.31, A5(Invention method and activity) 6.27, E6(Invention design project) 6.15, H3(Invention commercialization) 5.97, F1(Patent information and application) 5.90, E5(Design obligation) 5.78, E3(Designing process of inventional design) 5.77, A4(Invention and problem solving) 5.57, G2(Patent investigation and classification) 5.47, C2(Thinking method of inventional problem solution) 5.45, E4(Production of inventional design product) 5.45, B5(Inventional patent project) 5.42, A2(Creativity development) 5.26, C4(Inventional problem solving project) 5.26, H4(Invention marketing) 5.26, H2(Analysis on invention commercialization) 5.20, D4(Invention and management) 5.16, C3(Problem solving activity) 5.14, E2(Inventional design devise and expression) 5.11, B3(Actuality of inventional method) 5.08 in order. Second, for the priority of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education, there were 13 items of the educational contents for the first rank, 10 for the second rank and 17 for the third rank. The items of the educational contents for the first rank were A4(invention and problem solving), A5(inventional method and activity), B5(Invention patent project), C2(Thinking method of inventional problem solution), C4(Inventional problem solving project), E3(Inventional design process), E4(Production of inventional design product), E5(Design obligation), E6(Invention design project), F1(Patent information and application), F2(Writing of patent floor plan), F3(Writing of patent specification sheet and abstract), and H3(Invention commercialization. The items of the educational contents for the second rank were A2(Creativity development), B3(Actuality of inventional method), C3(Problem solving activity), D4(Invention and management), E2(Invention design devise and expression), F4(Range of patent demand), F5(Modification and supplementation of specification sheet), G2(Patent investigation and classification), H2(Analysis on invention commercialization), and H4(Invention marketing). The items for the third rank were the educational contents except the ones of the first rank and the second rank. 본 연구의 목적은 중등단계 직업교육에서의 발명․지식재산 교육내용에 대한 교사의 교육요구도 우선 순위를 분석하여, 중등단계 직업교육에서의 발명․지식재산교육이 효과적으로 이루어 질 수 있는 토대가 되는 교원의 역량 개발을 위한 직무연수 프로그램 개발에 기초 자료를 제공하는 것이다. 이를 위해서 담당 교사 인식에기반한 중등단계 직업교육에서의 발명․지식재산 교육내용에 대한 교육요구도와 이러한 교육요구도의 우선 순위를 분석하여 제시하였다. 본 연구의 구체적인 결과를제시하면 다음과 같다. 첫째, 중등단계 직업교육에서 발명․지식재산 교육내용에 대한 담당 교사의 교육요구도 평균은 5.02로 나타났다. 교육요구도가 전체 평균보다 높은 교육내용 항목은23개이고, 이들 항목과 항목별 평균은 F4(특허 청구 범위) 6.72, F5(명세서 수정 및보충) 6.46, F2(특허 도면 작성) 6.39, F3(특허명세서와 요약서 작성) 6.31, A5(발명 기법과 활동) 6.27, E6(발명 디자인 프로젝트) 6.15, H3(발명품 사업화) 5.97, F1(특허 정보 및 출원) 5.90, E5(디자인 권리화) 5.78, E3(발명 디자인의 디자인 과정) 5.77, A4 (발명과 문제 해결) 5.57, G2(특허 조사 및 분류) 5.47, C2(발명 문제 해결 사고 기법) 5.45, E4(발명 디자인 제품 제작) 5.45, B5(발명특허 프로젝트) 5.42, A2(창의성 개발) 5.26, C4(발명 문제 해결 프로젝트) 5.26, H4(발명품 마케팅) 5.26, H2(발명품 사업성분석) 5.20, D4(발명과 경영) 5.16, C3(문제 해결 활동) 5.14, E2(발명 디자인의 발상과 표현) 5.11, B3(발명기법의 실제) 5.08 순으로 나타났다. 둘째, 중등단계 직업교육에서 발명․지식재산 교육내용에 대한 담당 교사의 교육요구도 우선 순위는 1순위에 해당하는 교육내용 항목은 13개, 2순위는 10개, 3순위는 17개로 나타났다. 1순위에 해당하는 교육내용 항목은 A4(발명과 문제 해결), A5 (발명 기법과 활동), B5(발명특허 프로젝트), C2(발명 문제 해결 사고 기법), C4(발명문제 해결 프로젝트), E3(발명 디자인 과정), E4(발명 디자인 제품 제작), E5(디자인권리화), E6(발명 디자인 프로젝트), F1(특허 정보 및 출원), F2(특허 도면 작성), F3 (특허명세서와 요약서 작성), H3(발명품 사업화)이다. 2순위에 해당하는 교육내용 항목은 A2(창의성 개발), B3(발명기법의 실제), C3(문제 해결 활동), D4(발명과 경영), E2(발명 디자인의 발상과 표현), F4(특허 청구 범위), F5(명세서 수정 및 보충), G2 (특허 조사 및 분류), H2(발명품 사업성 분석), H4(발명품 마케팅)이다. 3순위는 1, 2 순위를 제외한 교육내용이다.

노년기 교육요구 분석을 위한 이론적 틀로서 McClusky 노년교육요구의 적용 타당성 탐구

최수연(Soo Yeon Choi),최일선(Ilseon Choi) 한국노년교육학회 2022 노년교육연구 Vol.8 No.2

노인 인구 구성이 양적, 질적으로 변화됨에 따라 노년교육 프로그램의 다양성 확대와 질적 향상이 요구되고 있다. 이에 본 연구는 노인의 교육요구를 체계적으로 분석하기 위한 이론적 틀로서 McClusky의 노년교육요구의 적용 타당성을 검토하였다. McClusky는 노년기 교육요구를 대처의 요구, 표현의 요구, 공헌의 요구, 영향력의 요구, 초월의 요구로 제시하였다. 이러한 요구들은 전생애 발달에 기초한 교육학적 관점으로, 노년교육 프로그램이 노인의 요구를 포괄적으로 반영하고 있는지를 평가할 수있는 준거 틀로서의 의미가 있으며, 대만 및 다른 국가들의 노년교육 실천현장에서 이론적 기반으로 사용되고 있다는 점에서 가치가 있다. McClusky의 노년교육요구를 노년기 담론과 노년기에 대한 사회적 접근방식의 변화 측면에서 평가한 결과, 현 노년교육프로그램의 주요 관심인 대처와 표현의 요구뿐 아니라 공헌, 영향력, 초월의 요구의 중요성이 부각되고 있음을 확인하였고, 이에 다섯 가지 교육요구의 균형적 접근이 필요함을 주장하였다. 이와 함께 본 연구에서는 공헌, 영향력, 초월의 요구를 노년기에 대한 사회의 관점과 노인의 역할 변화를 반영하여 재평가하였다. As the elderly population grows and its dynamics change, there is an increasing demand for expanding the diversity of and improving the quality of old adult education programs. Therefore, as a theoretical framework for systematically analyzing the educational needs of the older adults, the applicability of McClusky's Educational Needs of the Ageing was examined. McClusky identified five educational needs: coping needs, expressive needs, contributive needs, influence needs, the need for transcendence. McClusky’s Educational Needs of the Ageing is an educational perspective based on life-span development, and it is a meaningful reference frame to evaluate the efficacy and comprehensiveness of an elderly education program. Through the evaluation of McClusky’s Educational Needs in terms of ageing discourse and changes in social approaches to old age, it was confirmed that while coping and expressive needs are the main focus of current old adult education programs, contributive, influence, and transcendence needs are equally important. Therefore, we argue that a balanced approach to the five Educational Needs is necessary. In addition, we re-evaluated the contributive, influence, and transcendence needs by reflecting on the evolution of societal perceptions on old age and role of the older adults.

2015 개정 실과 교육과정에 대한 예비교사의 교육요구도

이동원,김경태 한국실과교육학회 2016 한국실과교육학회지 Vol.29 No.2

This study was to search for the priority education contents through preliminary teachers’ educational needs in the 2015 revised practical arts curriculum. For this, we surveyed to target at B University of education second grade preliminary teachers. The results of the study were as follows. First, the result of educational needs in contents component, in home education area, we could confirmed high educational needs at ‘Childhood sexual development’, ‘Developmental characteristics of childhood’, ‘Prevention of life accidents’, ‘Relationships in me and family’ and ‘Safe food choices and cooking’. In the technology education area, we could confirmed high educational needs at ‘Self understanding and job search’, ‘Privacy and intellectual property protection’ and ‘The world of work and career’. Second, the result of educational needs focused on achievement standards, it was confirmed that there was no great difference with the result of educational needs in contents component. Based on the results, the conclusion of this study were as follows. First, at home education area, it is necessary to the training mainly information on the ‘Student development’, ‘The relationship between the family’ and ‘Safety’. Also it needs to be trained to recognize the importance of each contents in home education. Second, at technology education area, it is necessary to the training mainly information on the ‘Career information’ and ‘Information on intellectual property’. In particular technology area, the preliminary teachers importance was low more than home education area. Therefore, it needs to be trained enough the need and importance in technology education. 본 연구는 2015 개정 실과 교육과정에 대한 예비교사들의 교육요구도를 알아봄으로써 예비교사교육 단계에서 우선적으로 교육해야 할 만한 내용들을 살펴보고자 수행되었다. 이를 위하여 B교육대학교 2학년 예비교사를 대상으로 설문을 실시하였으며 설문의 결과를 분석한 결과는 다음과 같다. 첫째, 교육과정에 제시된 내용요소를 중심으로 교육요구도를 알아본 결과 가정 영역에서는 ‘아동기 성의 발달’, ‘아동기 발달의 특징’, ‘생활 안전사고의 예방’, ‘나와 가족의 관계’, ‘안전한 식품 선택과 조리’에 관한 교육적 요구가 높음을 확인할 수 있었다. 기술 영역에서는 ‘자기 이해와 직업 탐색’, ‘개인 정보와 지식 재산 보호’, ‘일과 직업의 세계’에 대한 교육적 요구가 높음을 확인할 수 있었다. 둘째, 교육과정에 제시된 성취기준을 중심으로 교육요구도를 알아본 결과 내용요소에 따른 교육요구도와 큰 차이가 없음을 확인할 수 있었다. 연구의 결과를 바탕으로 한 결론은 다음과 같다. 첫째, 가정 영역에서는 학생의 발달과 가족 간의 관계, 안전에 관한 내용을 중심으로 교육을 할 필요가 있다. 또한 가정 영역 개별 내용의 중요성을 인식할 수 있도록 교육할 필요가 있다. 둘째, 기술 영역에서는 진로관련 내용과 지식재산에 관한 내용을 중심으로 교육할 필요가 있다. 특히 기술 영역은 가정 영역보다 예비교사들이 인식하는 중요도가 낮다. 따라서 기술 교육의 필요성과 중요성을 충분히 인식 시킬 수 있는 교육이 필요하다.

McClusky 노년교육요구에 기초한 노인복지관 교육프로그램 분석

최수연,최일선,박민정 한국노년학회 2024 한국노년학 Vol.44 No.2

The purpose of this study is to analyze the educational programs of senior welfare centers based on McClusky’s Educational Needs of the Ageing to assess their coverage of various aspects of older adults’ needs. Programs were categorized by coping, expressive, contributive, influence, and transcendence needs. The analysis revealed a significant imbalance in program distribution across these categories, with expressive needs-related programs comprising the highest proportion(60.2%), followed by coping needs(30.6%), contributive and influence needs(8.1%), and transcendence needs(1.1%). Although there are variations among centers, a similar trend was observed. Looking at the main types of programs for each category of need, coping needs programs included digital literacy and exercise; expressive needs featured sports, music, art, and foreign languages; contributive and influence needs were met through volunteer work and leadership programs; and transcendence needs were addressed by well-dying programs. Changes in the socioeconomic landscape are increasing older adults' need for agency, social engagement, and productive contributions. It is necessary to rebalance educational programs that are biased towards coping and expressive needs with those that not only reflect these needs, but also explore the essential meaning of old age and continue to grow through self-integration. In addition, within each category of needs, diversity must be expanded to reflect the wider range of older adults.

제조업 사업장 안전보건책임자의 교육역량강화 요구도와 관련된 조직환경적 특성

박경옥 ( Kyoung Ok Park ) 대한보건협회 2016 대한보건연구 Vol.42 No.1

연구목적 : 본 연구는 제조업 사업장 안전보건책임자의 개인 및 조직 특성과 산재예방을 위한 교육역량강화 요구도 간의 관련성을 분석하기 위하여 실시되었다. 연구방법 : 전국 138개 제조업사업장의 안전보건책임자 171명을 조사대상으로 하였다. 기업체산업안전협의회와 대한산업안전협회에 등록되어 있는 제조업 사업장 중 규모와 산재 발생 및 보건교육 실시 정도를 고려하여 사업장을 선정하고 사업장안전보건책임자 앞으로 자기기입식 우편설문조사지를 우편발송하였다. 조사지에는 개인적 특성, 조직환경적 특성, 교육역량강화를 위한 교육요구도 특성이 포함되었다. 89.2%가 남자였고 27.8% 사업장만이 대도시에 소재하고 있었다. 종업원 수 50인미만 사업장이 29.9%였으며 설문응답자의 과반수 이상이(61.3%) 안전관리자였다. 연구결과 : 조사대상 안전보건책임자의 교육 요구도는 조직의 구조적 측면보다는 인적, 사회적 환경 특성인 책임자의 안전보건관리 수준, 안전보건교육을 위한 사내 환경기반, 현재 안전보건책임자의 교육 역량, 산재예방을 위한 안전보건교육 효과에 대한 신념, 사내 안전보건관리를 위한 조직차원의 지지가 대상자의 교육 요구도와 유의미한 상관관계가 있었으며 특히 안전보건책임자가 갖추어야 할 교육 역량이 중등도 이상의 상관관계를 가지고 있었다(r= .53). 다중회귀분석에서 위의 안전보건책임자가 갖추어야 할 교육 역량, 안전보건교육 효과에 대한 신념, 안전보건관리를 위한 조직차원의 지지가 유의미한 영향 요인으로 드러났으며 이들 조직환경적 요인들의 대상자의 교육 요구도에 대한 분산설명력이 43.3%였다(F=4.54, p= .00). 결론 : 본 연구결과 기대되는 안전보건책임자의 역량 수준과 조직차원의 지지 등 조직내 인적, 사회적 환경 특성이 사내안전보건책임자의 교육요구도에 중요한 요인으로서 산재 예방과 관련된 사업장 조직차원의 인식과 문화의 중요성이 부각되었으며 이에 따라 관련된 이론적, 실제적 근거를 확보하는 방향으로 향후 연구가 활성화되어야 하겠다. Objective: The purpose of this study was to identify personal and organizational factors associated with safety and health managers (SHM)’ health education needs in Korean manufacturing industry. Methods: A total of 171 SHM in 138 manufacturing companies participated in the self-administered mailing survey. The survey packet was delivered to the SHM in each company randomly selected from the mailing lists of the Korean Occupational Health Conference and each SHM finished and returned the survey. The questionnaire consisted of personal factors, organizational factors and SHM educational needs. All factors were surveyed with Likert type scale items. Most survey participants were men (89.2%) and the SHM employed in the companies in metropolitan areas were 27.8%. The companies of which employees were less than 50 were 29.9% and more than half of the participants were safety managers (61.3%). Results: Total educational needs in the SHM group were generally correlated with organizational safety and health management level. The expected competency for safety education had medium-high level correlation with educational needs of SHM (r= .53). And such organizational environment for safety education, current competency for safety education, perceived safety education efficacy, and organizational support for safety management were also positively correlated with the safety and health educational needs. In regression analysis, the personal, organizational, and organizational safety and health factors described 43.3% variance of the SHM educational needs (F=4.54, p= .00). The significant factors associated with SHM educational needs were expected organizational competency for safety education, perceived safety education efficacy and organizational support for safety management (p< .05). Conclusion: From the statistical significances of expected organizational efficacy and support for safety management on SHM educational needs, occupational safety and health research should be actively conducted to provide both theoretical and practical evidences about organizational climates and culture related to injury prevention.

초등학교 발명교사의 직무능력에 대한 교육요구도 분석

김용익 한국실과교육학회 2014 한국실과교육학회지 Vol.27 No.1

This research was aimed to sort items among job performance items suggested in a precedent research “Job Analysis of Invention Teachers Based on the DACUM Method”(2013) that need training. Also, it was intended to analyze the educational needs of teachers on the sorted items. In the pursuit of this aim, panel meetings and research study methods were applied. In the panel meeting, 45 items among 139 job performance items were considered unnecessary for invention teacher education, while the other 94 items were considered necessary. Job area with the highest educational needs was ‘A. Invention education preparation’(3.70), followed by ‘C. Invention class instructing’(3.68), ‘D. Learning evaluation’(3.65), ‘B. Invention education student selection’(3.60), ‘F. Invention Competition participation guidance’(3.58) ‘H. Self-improvement’(3.54), ‘E. Invention convention task performance’(3.46). If the area of invention education preparation is intensively trained, the level of satisfaction will improve. Job performance items with the highest educational need was ‘instructing idea conception with invention techniques’(4.02), followed by ‘instructing idea conception with brain-storming techniques’(4.00), ‘planning invention programs’(3.92), instructing idea conception with brain-writing techniques’(3.91), ‘promoting environment for invention education’(3.90), ‘revising invention ideas’(3.87). Therefore, intensive training is needed for these specific items. Educational needs showed significant differences depending on sex, intensive courses, teacher type, and invention training experience. Practical courses, in-service teachers, training experienced people displayed higher learning requirements than non-practical courses, pre-service teachers, non-experienced people respectively. Teachers with invention training experience displaying more passion for invention education has great implications. It is necessary to promote the importance of invention education and encourage as many in-service teachers to participate in invention education training. Also, it would be ideal to open up many invention related subjects in teacher training courses so that pre-service teachers in non-practical intensive courses can participate as well. The virtuous cycle of more experienced invention education trainees participating in training with more interest will be displayed. 이 연구는 선행연구 “DACUM 기법을 활용한 발명교사의 직무분석 연구”(2013)에서 제안한 직무능력 항목들 중에서 교육이 필요한 항목들을 선별하고, 선별된 항목들에 대하여 교사들의 교육 요구도를 분석하는데 있었다. 이를 위하여 패널회의와 조사연구 방법을 적용하였다. 패널회의에서 발명교사교육에 반영할 필요가 없다고 판단한 직무능력 항목은 전체 139개 항목 중에서 45개인 반면 94개 항목은 교육이 필요한 것으로 판단하였다. 교육 요구도가 가장 높은 직무영역은 ‘A. 발명교육 준비하기’(3.70)였으며, 다음으로 ‘C. 발명수업 지도’ 3.68, ‘D. 학습평가’ 3.65, ‘B. 발명교육 대상자 선발’ 3.60, ‘F. 발명관련 대회참가 지도’ 3.58, ‘H. 자기계발’ 3.54, ‘E. 발명행사 업무수행’ 3.53, ‘G. 발명관련 행정업무 수행’ 3.46 순으로 높았다. 발명교육 준비하기 영역을 집중적으로 교육시키면 만족도가 올라갈 수 있을 것으로 보인다. 교육 요구도가 가장 높은 직무능력 항목은 ‘발명기법으로 아이디어 발상 지도하기’(4.02)였으며, 다음으로 ‘브레인스토밍 기법으로 아이디어 구상 지도하기’ 4.00, ‘발명관련 프로그램 기획하기’ 3.92, ‘브레인라이팅 기법으로 아이디어 구상 지도하기’ 3.91, ‘발명교실 환경 조성하기’ 3.90, ‘발명 아이디어 수정·보완하기’ 3.87 순으로 나타난 것으로 보아 이에 대한 집중적인 교육이 필요할 것으로 보인다. 성별, 심화과정별, 교사유형별, 발명관련 연수 경험별에 따라 교육 요구도는 분명한 차이를 보였다. 심화과정별로는 실과가 비실과보다, 현직교사가 예비교사보다, 연수 경험자가 무경험자보다 대체로 교육 요구도가 더 높게 나타났다. 발명교육을 받아본 경험이 있는 교사가 오히려 발명교육을 많이 받고자 하는 열망을 보인 것은 시사하는 바가 크다. 발명교육의 중요성을 널리 홍보하여 가능한 많은 현직교사들이 발명교육연수를 받도록 하고, 교사양성과정에서도 다양한 발명관련 과목을 많이 개설함으로써 실과심화과정 이외에 다른 심화과정 예비교사들도 수강할 수 있도록 해야 할 것이다. 발명교육 경험자들이 많으면 많을수록 발명교육에 더욱 흥미를 갖고 연수에 참여하는 선순환을 보이기 때문이다.

초등학교 예비교사들의 발명교육 내용에 대한 교육 요구도 분석

진의남,김용익 한국기술교육학회 2011 한국기술교육학회지 Vol.11 No.2

The purpose of this study is to investigate the educational needs in contents for invention education of trainee teachers in national university of education. This study was carried out by survey research. The questionnaires of 153 were collected. This study used the SPSS program to analyze the data. The results of this study were as follows. 1. Trainee teachers generally agreed that invention experience activities in elementary school should be given to students. 2. Trainee teachers took the ground that activities out of subject matters could be more effective than activities throughout subject matters. 3. It was identified that educational needs in contents for invention education of trainee teachers were very high. In particular, educational needs in an unfolding of teaching and learning, a way of making idea, the development of invention teaching and learning material were very high. So, invention education for trainee teachers in national university of education should be made in near future. 4. When developing invention teaching materials for trainee teachers, such educational needs should be considered enough. 이 연구는 초등학교 예비교사들을 대상으로 발명교육 내용에 대한 교육 요구도를 조사하기 위한 것으로, 3개의 교육대학교 학생 160명을 대상으로 설문지를 이용하여 초등학교 예비교사들이 인식하는 발명교육 내용의 중요도와 현재 자신의 능력에 기초하여 교육 요구도를 분석하였다. 이 연구를 통한 연구의 결과를 요약하면 다음과 같다. 첫째, 예비교사들은 초등학교에서 발명 체험활동이 매우 필요하다고 인식하고 있었으며, 대체로 여자가 남자보다, 실과가 비실과보다, 발명관련 과목 수강자가 비수강자보다 그 필요성에 대한 인식 정도가 높았다. 둘째, 교육과정에 발명 체험활동 내용을 반영하는 방법에 대하여 ‘정규 교과를 통한’ 방법보다 ‘교과 밖의 활동을 통한’ 방법을 선호하고 있었다. 이런 경향은 여자보다 남자의 경우 더 두드러졌다. 또한, 발명교육 내용을 정규 교과에 반영한다고 할 때, 적합한 교과로 실과를 꼽았다. 이런 경향은 실과 심화과정이 비실과 심화과정 보다, 발명관련 과목 수강자가 비수강자보다 더욱 강하게 나타났다. 셋째, 초등학교 발명교육 목표의 설정과 관련하여, 정보와 지식 영역보다는 가치 및 태도를 강조해야 된다고 생각하는 경향이 있었다. 넷째, 예비교사들이 인식하는 발명교육 내용의 중요도와 현재 자신의 능력 차이가 컸으며, 따라서 발명교육 내용에 대한 교육요구도 또한 높게 나타났다. 특히, 발명 교수ㆍ학습의 전개, 발명 아이디어 발상, 발명 교수ㆍ학습 자료의 개발, 발명 아이디어 다듬기, 스캠퍼(SCAMPER), 지식 재산권 이해 등은 교육 요구도가 매우 높았다. 따라서 교육 요구도를 반영하기 위한 구체적인 대책이 시급히 이루어져야 한다.