마을학습 교육과정의 전개 과정에 관한 사례연구

권다남,김대현 부산대학교 지역혁신역량교육연구센터 2022 교육공동체연구와실천 Vol.4 No.1

Purpose: The purpose of this study is to examine the development process of the village learning curriculum in which schools and villages are linked by analyzing the experiences and interactions of various educational entities surrounding the village learning curriculum. There is this. Method: A case study was conducted in which literature and documents related to the village learning curriculum were analyzed, interviews with members of the village education community, and the field related to the development and operation of the village learning curriculum were observed. Results: the phenomena of the beginning and expansion of the village learning curriculum, changes through the village learning curriculum, and the limitations of the village learning curriculum were discovered. Conclusion: Based on the above research results, discussion at the individual level and the organizational level was suggested.

중등학교 교장의 교사신뢰 형성을 위한 요구도 분석

권다남,박화춘,김대현,이상수,변용철 한국자료분석학회 2018 Journal of the Korean Data Analysis Society Vol.20 No.6

The purpose of this study was to investigate factor of principals' trust in teachers which principals of secondary school recognized and to explore their needs on building trust in teachers. For this purpose, this study used survey question of which investigated conception of principals' trust in teachers and performed with 296 secondary school principals. First, gap of two statuses was proven by t-test. Second, the order of priority was presented by Borich model. Third, the result of the locus for focus model was presented in the form of coordinate plane. Lastly, top priority and the second priority were determined. The result of this study was as following. 'Class management, instruction, and caring for students' category is highest in needs of secondary school principals on trust in teachers. Next, second priority category is 'partnership with parents'. It means secondary school principals recognize that students and parents are most important on education and their trust in teachers. Based on the review, finding and implications are discussed. 본 연구는 중등학교 교장이 인식하고 있는 교사신뢰 요인을 규명하고, 중등학교 교장의 교사신뢰 형성에 있어 어떤 요구들을 가지고 있는지를 밝히는데 그 목적이 있다. 이를 위해 본 연구는 교장의 교사신뢰 측정도구를 개발한 선행연구의 설문 문항을 활용하여 중등학교 교장 총 296명을 대상으로 설문조사를 실시하였다. 자료를 분석하기 위하여 t검증, Borich 요구도 분석, 로커스 포 포커스(The locus for focus) 모델을 활용한 우선순위 결정방법을 사용하였다. 먼저, 바람직한 수준과 현재수준의 차이를 통계적으로 검증하기 위해 t검증을 실시하였고, Borich의 요구도 공식을 활용하여 우선순위를 도출하였다. 다음으로, The locus for focus 모델을 사용하여 요구도를 제시하고, 마지막으로 이를 종합하여 최우선 순위 항목과 차 우선순위 항목을 도출하였다. 연구 결과는 다음과 같다. 먼저, 중등학교 교장을 대상으로 한 요구도 조사에서 학급경영, 수업, 학생지도 범주의 항목들이 요구도가 가장 높게 나타났다. 다음으로, 학부모와의 동반자 관계 범주의 항목들이 차순위로 요구도가 높은 것으로 밝혀졌다. 이는 중등학교 교장들이 학생과 학부모가 교육과 교장의 교사신뢰에 가장 중요하게 작용한다고 인식하고 있음을 의미한다. 이러한 결과를 바탕으로 논의 및 한계점을 제시하였다.

교육연구방법론으로서 이방인 탐구의 가능성 탐색

권다남,정상원 한국국제문화교류학회 2024 문화교류와 다문화교육 Vol.13 No.1

The development of science is promoting the exchange of material and human resources by reducing travel time. And this situation is creating various strangers in our educational field. Accordingly, this study sought to explore the possibility of stranger inquiry for educational research. To this end, this study proposed the concept, typology, and analytical framework of the stranger, and through which the concept of stranger developed from modern to modern times, nine types of strangers, analytical framework for stranger inquiry that is composed of proximity and remoteness, interaction, historicity, and objectivity, etc. were discussed. In addition, we discussed how stranger inquiry can be applied to actual research through examining various studies about various strangers in the field of education. However, this stranger inquiry must be handled carefully from an ethical perspective. Through this, we must avoid otherizing strangers.

따뜻한 교육공동체 형성을 위한 초등학교 구성원들의 요구도 분석

권다남,박한숙 한국자료분석학회 2016 Journal of the Korean Data Analysis Society Vol.18 No.3

The purpose of this study was to investigate factor of educational community which members of elementary school recognized and to explore their needs on building ‘Ddadeutan’ educational community. For this purpose, this study used survey question of which investigated conception of educational community and performed with 792 teachers and students of elementary school. In the first place, the gap of two statuses was statistically proven by t-test. Second, the order of priority was derived according to Borich model. Third, the result of need analysis based on the locus for focus model was presented in the form of coordinate plane. Using all of these results, top priority and the second priority were determined. The result of this study were following: first, in total needs analysis, needs of ‘democratic participation’ category was highest. Second, needs of elementary school teacher on warm educational community is highest about ‘communication’ and ‘democratic participation’. Finally, ‘relational care’ category is highest in needs of elementary school students on ‘ddadeutan’ educational community. Based on the review, findings and implications are discussed. 본 연구는 초등학교 구성원들이 인식하고 있는 교육공동체의 요인을 규명하고, 교육공동체의 핵심 구성원인 학생과 교사들이 공동체 형성에 있어 어떤 요구들을 가지고 있는지를 밝히는데 그 목적이 있다. 이를 위해 본 연구는 따뜻한 교육공동체의 개념 요인을 규명한 선행연구의 설문 문항을 활용하여 초등학교 교사와 학생 총 792명을 대상으로 설문조사를 실시하였다. 이를 첫째, t검증을 통해 바람직한 수준과 현재수준의 차이를 통계적으로 검증하고, 둘째, Borich의 요구도 공식을 사용하여 우선순위를 도출하였다. 셋째, The locus for focus 모델을 활용하여 요구도를 제시하고, 마지막으로 이를 종합하여 최우선 순위 항목과 차 우선순위 항목을 도출하였다. 연구 결과는 다음과 같다. 첫째, 전체 요구도 조사에서는 민주적 참여구조 범주의 요인들이 요구도가 높게 나타났다. 둘째, 초등학교 교사의 따뜻한 교육공동체에 대한 요구도는 소통과 민주적 참여 범주가 가장 높은 것으로 밝혀졌다. 셋째, 초등학교 학생의 따뜻한 교육공동체에 대한 요구도는 관계적 돌봄 범주에서의 요구가 가장 높게 나타났다. 이러한 결과를 바탕으로 논의 및 제언을 제시하였다.

지역교육공동체의식에 관한 학교급별 교사 인식 차이

권다남,김대현,김재윤 부산대학교 지역혁신역량교육연구센터 2024 교육공동체연구와실천 Vol.6 No.3

Purpose: The purpose of this study is to analyze differences in teachers’ perceptions of local educational community by school level. Method: Frequency analysis, cross-analysis, and one-way analysis of variance were conducted on the locality, learning ability, relationship, and cooperation that constitute the sense of local educational community. Results: There was a statistically significant difference between teacher perceptions by school level in all areas regarding the sense of local educational community. Conclusion: The causes of differences in teachers' perceptions of local education community consciousness by school level were discussed and the formation of local education community consciousness.

교사의 지역교육공동체의식에 대한 교육요구도 분석

권다남,김대현,정상원 한국홀리스틱융합교육학회 2024 홀리스틱융합교육연구 Vol.28 No.1

The purpose of this study is to analyze teachers' needs for a sense of local educational community and, through this, devise a plan to form a sense of local educational community. For this purpose, sample data from a total of 170 teachers in Region B were collected and the teacher's local educational community was identified through t-test in 4 areas such as locality, learning ability, relationship, and cooperation, Borich needs analysis, and The Locus for Focus model. The need for consciousness was confirmed. by comprehensively considering t-test, Borich requirements formula, and The Locus for Focus model, a total of 4 factors were identified, including regional characteristics unique to our region, sharing of culture and values, respect for each other, and acceptance of the school's education needs. It was found that the following items were the highest priorities that should be considered first to form a sense of local educational community. Based on these research results, discussions focused on exploring ways to form teachers' sense of local educational community.

마을학습 교육과정에 대한 중학교 교사의 요구도 분석

권다남,김현하,김대현 부산대학교 지역혁신역량교육연구센터 2023 교육공동체연구와실천 Vol.5 No.1

Purpose: The purpose of this study is to analyze the demand of middle school teachers for the village learning curriculum. Method: A survey was conducted on a total of 289 middle school teachers, and demand was comprehensively analyzed through t verification, Borich demand analysis, and priority determination method using The locus for focus model. Results: First, all 10 items corresponding to the operating principle of the village learning curriculum were also included in the priority list, but only four items were included in the content and method. Second, the most demanding items in the content and method of the village learning curriculum. Conclusion: Based on these results, discussions and conclusions were presented focusing on ways to improve the village learning curriculum derived.

마을교육활동가들은 학교-지역 연계 교육의 전개 과정을 어떻게 생각하는가?

권다남,강이화,김대현 부산대학교 지역혁신역량교육연구센터 2025 교육공동체연구와실천 Vol.7 No.1

연구목적: 이 연구에서는 학교-지역 연계 교육의 전개 과정에서의 마을교육활동가들의 경험과 인식을 탐색하는 데 목적이 있다. 연구방법: 이를 위해 P지역에서 주로 활동하고 있는 마을교육활동가 6명을 대상으로 포커스 그룹 인터뷰(FGI)를 실시하였고, 질적 내용분석 방법을 활용하여 분석하였다. 연구결과: 학교-지역 연계 교육의 전개 과정에 대한 마을교육활동가의 인식은 다음 4개 명제로 정리된다. 첫째, 준비하고 계속 두드리다가 이제는 전략을 바탕으로 연결한다. 둘째, 맛을 본 사람만이 가치를 알지만, 주변을 크게 변화시킬 수는 없다. 셋째, 정규 교육과정과 연계되어야 오래 간다. 넷째, 외부 지원은 양날의 칼처럼 적도 베지만, 자신도 상처를 입는다. 논의 및 결론: 이상의 연구결과를 바탕으로 학교-지역 연계 교육이 지속하기 위한 교육적 시사점을 중심으로 결론을 제안하였다. Purpose: This study explores village education activists’ experiences with school-community linked education. Method: Focus group interviews (FGI) were conducted with six activists in P regions, and qualitative content analysis (QCA) was used. Results: Four key findings emerged: (1) Persistent efforts and strategic planning establish connections, (2) Direct experience fosters understanding, but broad change remains challenging, (3) Integration with formal curricula enhances sustainability, and (4) External support has both benefits and risks. The study highlights the complexities of school-community collaboration. Conclusion: Based on these findings, this study proposes educational implications for ensuring the sustainability of school-community linked education.

대학생의 경험학습・협력학습・탐구학습 척도 개발 연구

권다남,배예나 부산대학교 교육발전연구소 2024 교육혁신연구 Vol.34 No.3

Purpose: The purpose of this study is to develop and validate a tool to measure experiential learning, collaborative learning, and enquiry-based learning capabilities of college students as a result of their learning experiences. Method: To achieve this, survey questions were developed based on existing research and FGI results on experiential learning, collaborative learning, and enquiry-based learning. A survey was conducted with 308 students at I University. Results: Exploratory factor analysis and confirmatory factor analysis were conducted on the collected data, and the research results were as follows. First, the ‘experiential learning’ area included experience, reflection, abstract conceptualization, and immersion. Second, the ‘collaborative learning’ area included collaboration, team contribution, respect for the diversity of members, and close relationships between members. Third, the ‘enquiry-based learning’ area included in-depth learning, creative problem solving, the design of problem solving methods, and comprehensive thinking. Conclusion: This study has educational significance in that it derived key elements of experiential learning, collaborative learning, and enquiry-based learning for learner-centered education. Based on the above research, the study discussed ways to strengthen experiential learning, collaborative learning, and enquiry-based learning in college education.

일반학교와 혁신학교 교사의 마을학습 교육과정에 대한 인식 차이

권다남,김대현 한국자료분석학회 2023 Journal of the Korean Data Analysis Society Vol.25 No.2

The purpose of this study is to analyze the difference in perception of village learning curriculum between teachers of general schools and innovative schools. To this end, a survey was conducted on a total of 802 elementary and middle school teachers in B area, and the necessity, operation principle, content, and method of village learning curriculum recognized by general and innovative school teachers were analyzed through reliability analysis, frequency analysis, average analysis, cross analysis, and t verification. The results are as follows. First, there was a statistically significant difference between general schools and innovative schools in all questions about the necessity and expected effect of the village learning curriculum. Second, in the operating principle of the village learning curriculum, all nine questions showed statistically significant differences between general schools and innovative schools. Third, there were statistically significant differences between general schools and innovative schools in all questions about the content and method of the village learning curriculum. Lastly, there were no statistically significant differences in the remaining five questions except for the lack of interest and understanding of teachers, lack of support from school managers, opposition from parents, and lack of available facilities. Based on these results, discussions and conclusions were presented focusing on ways to improve the village learning curriculum derived. 이 연구는 일반학교와 혁신학교 교사의 마을학습 교육과정에 대한 인식 차이를 분석하는 데 그 목적이 있다. 이를 위해 B지역 초등학교 및 중학교 교사 총 802명을 대상으로 설문조사를 실시하였으며, 각 영역별 신뢰도 분석, 빈도 분석, 평균 분석, 교차 분석, t 검증 등을 통해 일반학교와 혁신학교 교사가 인식하는 마을학습 교육과정의 필요성, 운영 원리, 내용 및 방법, 저해요인 등을 분석하였다. 이상의 방법을 통해 도출한 연구 결과는 다음과 같다. 첫째, 마을학습 교육과정의 필요성 및 기대효과에 대해 모든 문항에서 일반학교와 혁신학교 간 통계적으로 유의미한 차이가 있었다. 둘째, 마을학습 교육과정의 운영원리에서는 9문항 모두 일반학교와 혁신학교에서 통계적으로 유의미한 차이가 있는 것으로 나타났다. 셋째, 마을학습 교육과정의 내용 및 방법에 대해서도 모든 문항에서 일반학교와 혁신학교 간 통계적으로 유의미한 차이가 있었다. 마지막으로, 마을학습 교육과정의 저해요인에 대해서는 교사의 관심 및 이해 부족, 학교 관리자의 지원 부족, 학부모의 반대, 활용가능한 시설 부족을 제외한 나머지 5문항에 대해서는 통계적으로 유의미한 차이가 없었다. 이러한 결과를 바탕으로 도출한 마을학습 교육과정의 개선 방안을 중심으로 논의 및 결론을 제시하였다.