Coaching학습법을 활용한 이공계 글쓰기 교육 사례 분석

김혜경 ( Hae Kyung Kim ),김차종 ( Cha Jong Kim ),김영찬 ( Young Chan Kim ) 충남대학교 인문과학연구소 2013 인문학연구 Vol.45 No.3

본 연구는 Coaching학습법이 이공계 글쓰기의 교수 방법으로 합당하며, 의미 있는 성과 도출이 가능한가를 확인하려는 목적에서 출발하였다. 이를 위해 연구자는 Coaching학습법의 활용방안 탐색을 위한 시도로 ‘Coaching의 개념과 기법은 무엇인가? Coaching의 단계와 절차, 방법은 어떻게 되는가? 이공계 글쓰기에서의 적용과 활용방안은 무엇인가? 그 결과는 어떻게 도출되는가?’를 기준으로 연구하였다. 본 연구의 중심이 되는 Coaching학습법은 이공계 의사소통 전문교양 과목인 에 적용 시행하였다. 그 결과 학생들로부터 학습내용 측면의 이해도 상승, 자신의 글쓰기 문제점 파악 후 수정 가능, 글쓰기 태도와 능력 변화 등의 긍정적 평가를 얻었다. 또한 교수자는 학생의 특성파악 및 맞춤형 지도가 가능하다는 점을 발견하였고, 학생 개인과의 상담병행의 효율성을 확인하였으며, 적극성이 부족한 학습자의 학습동기 유발 측면과 자기효능감 강화 등의 심리적 효과도 검증하였다. 따라서 Coaching학습은 긍정적인 의미의 교수 학습방법이며, 글쓰기 학습효과의 극대화, 학생과의 상호작용성 증대, 학생의 자기주도 학습의 방법 모색 등의 효과를 확인하는 교수법으로서 의의를 발견할 수 있다. This study was motivated to find out whether the learning method through coaching would be a suitable teaching method in college education and whether a meaningful achievements could be drawn from using coaching. In specific, to fully understand techniques and features of learning method of coaching, research questions of this study were set up as follows: ``What is coaching and what are the techniques of coaching?``, ``What are the phases, procedures, and methods are like in coaching?``, ``Utilizing coaching, what kinds of application could be made in college education, particularly, in ``academic writing for the students majoring natural sciences and engineering?``, and finally, ``what kinds of results could be drawn from the applying and using coaching?The course in which coaching was used as a learning method was a , a specialized liberal arts course which was focused on communication for the students majoring in natural sciences and engineering. As a result of the application, several positive reviews were earned from students such as an increased understanding of learning content, being able to get an opportunity of revision after noticing problems of their own writing, students`` changed attitude on writing, and students`` improved writing ability. Moreover, from teachers`` standpoint, it was found that individual student``s characteristics were identified through coaching, and eventually, coaching made possible a customized teaching for each student. In addition, coaching was verified to have a few positive psychological benefits such as being able to be an effective alternative in student counseling, triggering motivation of learning for those learners who lacked initiative, and enhancing students`` self efficacy. To sum up, this study was significant in a way that coaching was confirmed as a positive and meaningful learning method which was effective in increasing interaction with students and helping them to pursue their self-directed learning.

교양영어 과목에서의 세 가지 코칭교수법에 대한 학습자의 인식과 태도 연구

김재경,문은주 한국교양교육학회 2016 교양교육연구 Vol.10 No.3

This study examines EFL learners’ perception and attitude toward three types of coaching (self-coaching, peer-coaching, and teacher-coaching) on enhancing college students' English ability. The participants of coaching instruction were 57 university students enrolled in English classes. The treatments lasted for 8 weeks from Week 3 through Week 11 except mid-term exam, Week 8. The researchers observed the learners’ reaction and attitude and kept journals. A questionnaire survey was administered in Week 11 to find out the learners’ opinions about coaching instruction in terms of interest and perceived effectiveness. In addition, twenty participants from the two treatment groups were interviewed to recognize the participants’ opinions about three types of coaching. The analysis of the results showed that the learners’ attitude became more active and positive after coaching. Furthermore, the learners reported that coaching instruction was helpful in enhancing their motivation and learning performance. The result of interview showed that three types of coaching had a large number of advantages and disadvantages. The overall results of this study indicate that coaching instruction has beneficial effects in EFL learning to promote learners’ motivation as well as their performance. 이 논문의 목적은 교양영어 과목에 있어서의 세 가지 코칭교수법에 대한 학습자의 인식과 태도를 연구하는 것이다. 교양영어 쓰기와 어휘과목의 학습자 57명을 대상으로 자가코칭, 동료코칭, 교수자코칭을 시행하였다. 수업 3주차부터 11주차까지 8주간 행한 실험을 통해 첫째로 학습자들의 코칭에 대하여 어떠한 변화를 보이는지 관찰항목을 정해 자연관찰하였다. 둘째는 학생을 대상으로 설문조사를 하여 수업 흥미도와 수업효과에 미치는 영향을 알아보았다. 셋째는 인터뷰를 통해 코칭에 대한 학습자들의 인식과 개선사항을 알아보았다. 실험 결과 자가코칭에 있어서는 학습자들이 주도적으로 바뀌어 적극적으로 활동에 참여하는 모습으로 바뀌는 것이 관찰되었다. 동료코칭에 있어서는 친구에게 배운 내용을 설명해 주거나 들어주는 역할을 담당하므로 책임감을 느끼기 시작하는 것이 관찰되었다. 교수자코칭은 개인적으로 교수자와 만남으로서 맞춤형 코칭을 통해 자신감을 갖게 되고 학습 만족도가 높아진다는 것을 알 수 있었다. 수업 흥미도와 수업 효과 설문조사에서는 긍정적으로 답변한 수치가 수업 흥미도와 수업 효과면에서 모두 높았다. 수업흥미도와 수업효과에 코칭이 도움이 된다고 인식한다는 것을 알 수 있었다. 인터뷰 결과에서는 각 코칭의 장점과 단점이 모두 나타났으나 장점이 단점보다 훨씬 많았다. 다양한 의견을 개진하여 코칭 수업에 대한 교육적 시사점을 얻을 수 있었다. 결론적으로 세 가지 종류의 코칭교수법으로 학습자의 학습태도가 적극적이고 긍정적으로 바뀌었고 학습자들의 흥미와 효과를 높여준다고 인식하며 EFL 여건에서 영어능력을 높여 준다는 것을 알 수 있었다.

대학생 진로코칭 프로그램 효과 검증에 기반을 둔커리어코칭 시스템 개발 연구

조성진 한국코칭학회 2018 코칭연구 Vol.11 No.4

The purpose of this study is to clarify the effects of coaching programs and coaching curriculum for college students and to suggest a career coaching system for career guidance based on the study results. 669 college students participated in thirteen coaching programs or coaching curriculum from 2010 to 2014, and a quasi-experimental field study and qualitative research were conducted. First, in the quasi-experimental field study on coaching effects, the subjects were divided into an experimental group and a control group, and coaching lectures and coaching sessions were conducted for university students in the experimental group. After and before coaching, I examined the variables of self-efficacy, career preparation behavior, career maturity, family relations, time management behavior, emotional intelligence, communication competence and career decision-making self-efficacy. To compare the differences between before and after coaching in both groups, I analyzed the data using IBM SPSS 22.0. The results are as follows. Student’s self-efficacy, career preparation behavior, career maturity, family relations, time management behavior, emotional intelligence, communication competence and career decision-making self-efficacy level were significantly increased after coaching. And based on the results of the research, I proposed a career coaching system for university students(3C·A·N Model) that can be effectively used for career guidance. 본 연구의 목적은 대학생을 대상으로 진행된 코칭 프로그램과 코칭 교과목 운영 효과를 밝히고, 그 결과를 바탕으로 대학생 진로지도를 위한 커리어코칭 시스템을 제안하는 것이다. 이를 위해 2010년∼2014년 동안 12차례에 걸쳐 진행된 코칭 프로그램에 참가하거나 코칭 교과목을 수강한 대학생 669명을 대상으로 현장실험설계와 질적 연구를 병행했다. 먼저, 코칭 효과를분석하기 위한 현장실험설계에서는 연구대상자를 실험집단과 통제집단으로 나누고, 실험집단에 속한 대학생들에게는 코칭 강의와 코칭을 병행하여 진행했다. 그리고 코칭 전후에 자기효능감, 진로준비행동, 진로성숙도, 가족관계, 시간관리행동, 감성지능, 커뮤니케이션 역량 및 진로결정 자기효능감 검사를 진행했고, 학점을 조사했다. 두 집단의 코칭 전후 차이를 비교하기위해 IBM SPSS 22.0 프로그램을 활용하여 수집된 자료를 분석했다. 한편, 양적 연구의 한계를보완하기 위해 대학생들이 코칭을 받은 후에 작성하여 제출한 소감문과 보충면접 내용을 분석했다. 그 결과, 코칭을 진행한 후에 대학생의 자기효능감, 진로준비행동, 진로성숙도, 가족관계, 시간관리행동, 감성지능, 커뮤니케이션 역량 및 진로결정 자기효능감 수준이 통계적으로 유의미하게 향상된 것으로 밝혀졌다. 이것은 코칭이 대학생 진로지도와 일상생활의 긍정적인 변화에유용하게 활용될 수 있는 인적 서비스임을 의미한다. 그리고 연구결과를 바탕으로 대학생 진로지도 등에 효과적으로 활용할 수 있는 대학생 커리어코칭 시스템(3C·A·N 모델)을 제안했다.

ICF 핵심역량 중 코칭프레즌스 역량 및 코치의 존재방식 연구

원경림,권은경 한국코칭학회 2019 코칭연구 Vol.12 No.1

The purpose of this study is to enhance the competence of professional coaches by understanding ‘coaching presence', which is the fourth of the 11 core-coaching competences of the International Coach Federation (ICF). To this end, the study analyzed the concept and definition of ‘presence’ and reviewed the ICF's definition of ‘coaching presence' capability and implementation guidelines, key skills for qualification evaluation, and the existence of coaches implementing coaching presences. The results of the study are as follows. First, it was recognized that presence was used as a term to mean sense of site, social sense, presence, perception of existence, interaction, and connection from various academic perspectives. Second, the ICF defined coaching presence as 'the ability to be fully conscious and create spontaneous relationships with the client, employing a style that is open, flexible and confident. This definition refers to the coach's interaction and utilizes the coach's perception of the customer's agenda and the way the customer is present, reflecting and using perceptions in the coaching. Third, the coach implementing the coaching presence should become the client's complete partner in coaching dialogues and orientations for interacting with the client, and the relationship between the coach and client should be horizontal and deep in the partnership. The coach's key skills are his ability to use the coaching process for deep observation and observation of the client. The Associate Certified Coach (ACC) level should be able to deeply connect with customers by observing and perceiving the information on their clients' agenda and using it for coaching, but having a Master Certified Coach (MCC) level that knows who they are, what they want, and how they learn and create new things. In particular, the coach should exist as fully connected observers to the client and should be able to coach effectively by establishing coaching relationships. Through this study, the concept of 'coaching presence' competence was theoretically codified and the master certified coach level skills required by the ICF were clarified. We expected that coaching presence can contribute to enhancing professional coaches' ability if it increases and can apply the understanding of core skills and practices of 'coaching presence'. 본 연구는 ICF 핵심역량 11가지 중 4번째 역량인 ‘코칭 프레즌스’ 역량을 이해하고, 전문코치로서 이 역량을 구현하기 위하여 갖추어야 할 기술과 존재 방식을 검토하고 코칭 현장에서이 역량이 구현되는 방식을 사례로 검증함으로써 전문 코치의 역량을 강화하는 것을 목적으로한다. 이를 위해 본 연구자는 프레즌스에 대한 다양한 학문적 논의를 점검하였고, ICF의 코칭핵심역량 정의와 실행 지침, 자격 평가 핵심 기술 및 코칭 프레즌스를 구현하는 코치의 존재방식에 대하여 검토하였다. 연구결과 다음과 같은 논의점을 도출하였다. 첫째, 프레즌스는 다양한 학문적 관점에서 현장감, 사회적 현장감, 존재감, 존재에 대한 인식, 상호작용, 연결감을 의미하는 용어로 사용되고 있음을 파악하였다. 둘째, ICF에서는 코칭프레즌스 역량을 ‘충분히 의식(또는 지각)하며 개방적이고 유연하며 자신감 있게 고객과의 자연스러운 관계를 만드는 능력’으로 정의한다. 이러한 정의는 코치가 고객과 현재에 함께 하면서 고객의 의제와 고객이 존재하는 방식에 대해 지각하고, 지각한 것을 코칭에 반영하고 활용하는 코치의 상호작용 방식을 의미한다. 셋째, 코칭 프레즌스를 구현하는 코치는 코칭 대화를하고 방향을 정함에 있어 고객의 완전한 파트너가 되어 고객과 상호작용 하여야 하며, 코치와고객의 관계는 수평적이고 파트너십의 깊이는 깊어야 한다. 코치가 발휘할 핵심적인 기술은코치가 고객을 깊이 관찰하고 관찰한 것을 코칭 프로세스에서 활용하는 기술이다. 초보적인코치는 고객의 의제에 관한 정보를 주로 관찰하고 코칭에 활용하지만 수준이 높은 마스터코치(MCC)는 고객이 누구이고, 원하는 것이 무엇이며, 고객이 어떻게 새로운 것을 배우고 창조하는지 깊이를 충분히 관찰하고 지각함으로써 고객과 깊이 연결될 수 있어야 한다. 특히 코치는고객에게 온전히 연결된 관찰자로 존재하여야 하며, 코칭관계를 구축함으로써 효과적인 코칭을 할 수 있어야 한다. 이 연구를 통해 코칭 프레즌스 역량에 대한 개념을 이론적으로 체계화 하였으며, ICF에서요구하는 마스터코치(MCC) 수준의 기술을 명료화하였다. 코칭 프레즌스의 핵심 기술과 실천방법에 대한 이해도를 높이고 적용한다면 전문 코치의 역량을 강화하는데 기여할 것으로 기대된다.

Theoretical Background of Coaching Leadership

손연숙(Yeon-Sook Son) 캐롤라인유니버시티(글로벌융복합학회) 2021 글로벌융복합학회 학술발표집 Vol.2021 No.-

This study is about the theoretical background of leadership in coaching leadership. After looking at the theory of coaching and the theory of leadership, I tried to see the relationship between leadership theory and coaching. Coaching theory first looked at sports coaching, organization coaching, and private coaching. Leadership theory is divided into traditional leadership and transformational leadership. Traditional leadership has looked at characteristic theory, behavioral theory, situational theory, and goal-path theory. Traditional leadership theory has been the theory of characterizing leaders. I also saw a transformational leadership theory that was different from the traditional leadership theory. Transformational leadership theory is a way of looking at the direction of a leader. And I looked at the relationship between leadership theory and coaching. Coaching leadership was seen in two directions: guiding coaching and sponsoring coaching. Guiding coaching is a coach-driven coaching approach and sponsoring coaching is a customer-centric coaching approach. The two directions of coaching leadership also relate to leadership theory. From the content of the theory, traditional leadership theory is related to guiding coaching, and sponsoring coaching is related to sponsoring coaching.

The Relationships between Coaching Efficacy, Experience, and Behaviors among Scholastic Coaches in Botswana

Leapetswe Malete,Philip J. Sullivan,Kaitlyn La Forge 한국코칭능력개발원 2013 International Journal of Coaching Science Vol.7 No.1

This study examined the relationships between coaching efficacy, experience, and perceived coaching behaviors among Botswana scholastic coaches. It was anticipated that coaching efficacy would significantly predict coaching behaviors after statistically controlling for previous coaching experience. A sample of 118 coaches (104 male, 14 female) completed the Coaching Efficacy Scale (Feltz, Chase, Moritz, & Sullivan, 1999) and the Revised Leadership Scale for Sport (Zhang, Jensen, & Mann, 1997). Previous coaching experience was a significant negative predictor of autocratic coaching behaviors, whereas general coaching efficacy was a significant predictor of training and instruction, positive feedback, social support, situational consideration, and democratic behaviors after controlling for previous experience. These results were comparable to previous North American studies, offering further information relative to the construct of coaching efficacy in a non-North American population. However, notable differences in relationships of coaching efficacy, experience, and perceived coaching behaviors may be attributable to contextual differences in culture.

자립준비청년을 위한 코칭 적용과 시스템 구축

조성진(Seong-Jhin Joh) 한국융합코칭학회 2023 융합코칭저널 Vol.2 No.1

본 연구는 자립준비청년을 위한 자립 지원방안의 하나로 코칭을 통한 지원 시스템 구축에 관한 선행조건을 발굴하고, 실제로 그들의 자립 지원 현장에 도입할 수 있는 ‘융합 코칭 시스템’(3C1T)구축 방안을 제안하는 것이다. 이를 위해 일부 선행 연구와 연구자의 현장 코칭 경험을 바탕으로 자립준비청년 지원사업 등에 적용할 수 있는 ‘코칭 모델’ 과 그것을 적용하는 데 필요한 시스템 차원의 틀(frame)을 제안했다. 연구결과는 다음과 같다. 첫째, 자립준비청년이 당면한 현실과 자립 과정에서 겪는 어려움 및 코칭의 다양한 효과 등을 종합적으로 고려해 볼 때, 자립준비청년 지원사업(또는 프로젝트)에 코칭을 도입하는 것은 시의적절하고 유효한 방안이다. 둘째, 자립준비청년의 자립과 성장 지원을 위한 현장에 적용할 수 있는 코칭 모델은‘i-G·R·O·W 코칭 모델™’이다. 셋째, 이 코칭 모델이 자립준비청년 지원 현장에 도입, 안착하기 위한 선행조건은 참가자의 자발성 촉진과 독립성 함양, 지속적인 사후 관리와 관계성 발달 지원, 전문코치 역할의 중요성 인식, 그리고 무료 코칭의 한계를 보완할 사전 대책 마련 등이다. 본 연구는 코칭 영역에서 자립준비청년에 관한 국내외 선행 연구가 전혀 없는 현실에서 그들의 심리적·정서적 지원 및 사회적 지지 체계를 마련하는 방안의 하나로 코칭의 적용 가능성을 확인하고, 구체적인 실행방안 일부를 제시했다는 점에서 기존 코칭 연구의 진일보에 이바지했다는 의미가 있다. 하지만 본 연구는 해당 코칭 모델을 자립준비청년의 실제 지원 현장에 적용한 후 발생한 효과 검증을 향후 연구과제로 미루었다는 점에서 연구자의 주관적 견해라는 한계가 있다. The purpose of this study is to explore the prerequisites for establishing a coaching-based support system as one of the self-reliance support strategies for self-reliant youth. It proposes a ‘Convergent Coaching System' (3C1T) that can be implemented in the field of support for self-reliant youth by drawing on relevant prior research and the researcher's practical coaching experience. In doing so, it suggests a ‘Caching model’ applicable to programs supporting self-reliant youth and outlines the necessary framework at the system level. The results of the study are as follows. Firstly, considering the challenges that self-reliant youth face in their current reality and during their process of self-reliance, along with the various effects of coaching, introducing coaching into the support programs (or projects) for self-reliant youth is a timely and effective approach. Secondly, the coaching model that can be applied in the field to support the self-reliance and growth of self-reliant youth is the 'i-G·R·O·W coaching model'. Thirdly, the prerequisites for introducing and establishing this coaching model in the field of supporting self-reliant youth include fostering participants' autonomy and independence, providing continuous post-program support and relationship development, recognizing the importance of the role of professional coaches, and developing pre-emptive measures to complement the limitations of free coaching. This study contributes to the advancement of existing coaching research by addressing the absence of prior research on self-reliant youth in the coaching domain both domestically and internationally. It explores the feasibility of applying coaching as a means to establish a psychological, emotional, and social support system for them. Additionally, it presents some specific implementation strategies, filling a gap in the existing coaching literature in this area. However, this study has a limitation in that the researcher's perspective is subjective since the verification of the effects that occurred after applying the coaching model in the actual support field for self-reliant youth has been deferred as a future research task.

A Study on Coaching Program for Leadership Development of University Students in the DISASTER Era

Jeumnam Kim,Yeojin Lim J-INSTITUTE 2021 International Journal of Human & Disaster Vol.6 No.4

Purpose: The purpose of this study is to suggest the direction of university coaching education for the development and operation of coaching education for university students. In particular, this study aims to focus on coaching education of Howon University students who aim to cultivate global leaders and also lead the world by producing professional manpower to lead the era of the fourth revolution and disaster. To this end, it aims to analyze the core competencies of ICF coaching and coaching education competencies for Howon University students. Method: This study conducted in-depth consultations with coaching experts, and the aspects of the talent education prizes that Howon University aims for and the core coaching competencies presented by ICF and KCA were analyzed. And then this research proposes coaching education program for Howon University students. Results: According to previous studies on the operation of university coaching programs from 2010 to the present, coaching programs have improved students practical ability to search for career or prepare for employment. In addition, the coaching leadership program for ICF core competencies and Howon University students was designed considering the psychological tranquility such as self-understanding, possibility discovery, confidence recovery, and other factors that show higher recognition of interpersonal relations. Conclusion: This study designed coaching education program for leadership development based on data on in-depth interview such as consultations and coaching core competencies and Howon University educational philosophy. As a result of analyzing the contents of the consultation of five professional coaches of the Korea Coach Association and the International Coaching Federation, the core competencies of coaching and the educational ideology of Howon University, so the contents of the coaching leadership education program were composed of one semester(32hours) in total with 3 parts. First, coaching ethics and coaching mindset are three for coaching mindset, and second, coaching skill practice is to communicate effectively as a global leader. Third, the program could be organized by becoming a coach-type leader for learning and growth.

Coaching Intervention Indices as Predictors of Effective Coaching among Nigerian Coaches

O. A. Adegbesan,A.S Chidi,O. M. Jaiyeoba,S. Mohammed,G. U. A. Ekpo 한국코칭능력개발원 2014 International Journal of Coaching Science Vol.8 No.2

The purpose of this research was the investigation of coaching intervention behavior as predictors of effective coaching. We adopted a descriptive research design of correlation type to gain an in-depth understanding of the participants’ views on the coaching intervention and effective coaching practice variables. The participants used for this study were 50 male and 34 female athletes with mean age (mean = 24.52; SD 9.4). Their sport involvement is athletics, judo, swimming, volleyball, handball and table tennis. The measures used were Perceived Coaching Intervention Questionnaire (r=.84) and Effective Coaching Scale (r=.79). The results shows positive correlations between Effective Coaching and Encouragement (r=.514**, P<.05), Technical Information (r=.614**, P< .05), Negative Feedback (r=.591**, P<.05) Positive feedback (r=.585**, P<.05). 46.9% of the variance in the dependent variables was explained by four predictor variables when taken together. Conclusively, it was identified that positive feedback was the most potent of the four interventions as perceived by the athletes. The recognition of these excellent intervention coaching practice along the various sporting pathway may supports developments in models and frameworks for sport in Nigeria and globally.

Overview of the 22-year history of the Korea Coaching Development Center (KCDC)

Jeong-Keun Park 한국코칭능력개발원 2020 International Journal of Coaching Science Vol.14 No.2

A coach is a very important person who influences players’ performance in sports situations. Coaching is also a major factor in improving players’ performance. In this sense, the author recognized the importance of coaches and coaching in advance and made efforts to create coachingrelated organizations, which resulted in the creation of the current Korea Coaching Development Center. The purpose of this study was to introduce the history of KCDC and 12 thematic projects and activities that KCDC has been working on since its founding on November 7, 1998 and reexamine the past and future of sports coaching and make a new leap forward in the field of sports coaching. Based on the existing four research and oral presentation papers (Park, 2007, 2008, 2018, and 2019) related to KCDC history, this article gives an overview of these papers. KCDC websites (www.ikcdc.net, www.isgkorea.com), Journal of Coaching Development, International Journal of Coaching Science, and related data were used as measurement tools for 22 years. Details of the measuring tools are below. Data were analyzed by categorizing many activities into similar activities or projects for 22 years. The KCDC had worked a lot of projects and activities for 22 years so that 12 extensive projects and activities were categorized. The highlights of the Center’s projects and activities include: publications, academic seminar, Graduate School, private qualifications training, training programs, Regional Coaching Development Center, CDC Successful Coach Awards, coaching clinic & academy, international exchange, financial support, industry-academic-research center-government cooperation, and cooperation with International Sports Group (ISG). The KCDC plans to continue its strong work in order to fulfill its objectives. Therefore, KCDC and ISG aim to be a global coaching research/education/business institute, to contribute to the globalization of sports coaching by global human networks, to nurture global coaching leaders for the era of fusion and convergence, and to contribute to global sport industry by forming strategic alliances with KCDC and ISG.