기독교교육 관점에서 역량중심교육에 관한 고찰

장화선 한국기독교교육학회 2015 기독교교육논총 Vol.43 No.-

This article examines Competence-based education within the context of Christian education. To expound upon this theme, the concepts of 'competence' and 'life competence' will be discussed, as well as the background of the socio-culture of Competence-based education. We will divide our discussion of Competence-based education in light of Christian education into two main categories:, knowledge-based society and human capital theory. The grounds of socio-culture of Competence-based education are further delineated into life long learning and the accountability of education. Discourse on Competence-based education in light of Christian education is divided into four sub-categories, that is: the learner, knowledge as the contents of education, value as an educational aim, and educational methods. The discourse on Competence-based education in light of Christian education is described in two ways, those being life learning and accountability of education. In conclusion, the department of Christian education as influenced by Competence-based education concentrates upon the learner as the image of God, the Bible as the source of knowledge, pleasing and glorifying God as the aim of education, and the Holy Spirit as the key element of educational practice. 본 연구는 우리나라 교육이 학습자의 ‘역량’ 혹은 ‘능력’ 배양에 초점을 두는 역량중심교육으로 나아가고 있는 시점에 기독교교육의 관점에서는 역량중심교육을 어떻게 수용할 것인지에 대한 문제를 다룬다. 이러한 관점에서 본 연구는 우선 역량과 생애역량의 개념을 살펴보고 이어서 역량중심교육의 배경과 근거를 서술하고자 한다. 역량중심교육에 대한 기독교적 관점에서의 논의는 교육에 대한 기독교적 관점과 역량중심교육의 근거에 대한 기독교교육적 논의로 구분한다. 본 연구에서 교육의 기독교적 논의는 학습자, 교육내용으로서의 지식, 교육목표로서의 가치 그리고 교육방법으로, 이와 더불어 역량중심교육에 대한 기독교적 논의는 평생학습과 교육의 책무성을 서술하고자 한다. 본 연구는 우리나라 교육이 역량중심교육으로 전환되는 시점에 기독교대학의 기독교교육과 및 관련학과는 기독교적 인간관에 근거하여 학습자를 이해하고 지식의 원천을 성경에 기초하고 최우선의 가치를 하나님을 기쁘시게 하고 영화롭게 하는 것에 두며 교육방법으로 성령님의 사역을 인정하여야 한다는 관점에서 역량중심교육을 살펴보고자 한다.

미국에서의 중재인의 권한판단권한(Competence-Competence)에 관한 고찰

강수미 한국중재학회 2012 중재연구 Vol.22 No.2

Competence-competence refers to an arbitrator's power to determine whether he or she has jurisdiction to decide a controversy. Although the arbitrator's power to rule on one's own jurisdiction is generally recognized throughout the world. But, in the United States, neither the courts nor the legislature have recognized its significance or the reasoning behind its wide spread adaption. Section 3 of the Federal Arbitration Act is notorious arbitration statues for its failure to incorporate the competence-competence. In the United States, when courts rule on the issue of competence-competence, it is referred to as an issue of who decides arbitrability of the case. In the United States, the use of the competence-competence as a term of art is still limited to scholarly writings. The answer to the competence-competence inquiry is under an interpretation of section 3 of the FAA which empowers the courts to decide arbitrability issues. The Supreme Court before First Options and most commentators have interpreted sections 2 and 3 of the FAA as conferring issues of arbitrability on the federal court, including the ability to rule on the validity and scope of the arbitral agreement. Traditionally, United States courts have denied the competence-competence to arbitral tribunal. Recently, however, they have confounded rules by placing primary importance on the arbitration agreement between the parties. The Supreme Court, in a series of cases, has underscored the necessity of giving full effect to the intentions of the parties as expressed in their agreement to arbitrate. The result of the Supreme Court's emphasis on contractualism in determining the issue of arbitrability is most evident in the Court's decision in the First Options of Chicago, Inc. v. Kaplan. Under First Options, courts are to decide arbitrability issues, unless there is a clear and unmistakable assignment of these issues to the tribunal itself. The Court is appraised that it has attempted to compromise between contractual freedom in the arbitral setting and the rule of law that is necessary in a society that depends on the concept of ordered liberty. In the Court's decision in Howsam, the Court have clarified the definition of arbitrability by attempting to draw a clear line between questions of arbitrability that are to be decided by courts, and those matters that bear on the decisional allocation between courts and arbitrators but are not questions of arbitrability.

일반논문 : 학교교육에서 문화적 역량 모델링의 가능성 탐구

강현석 ( Hyeon Suk Kang ),유제순 ( Jae Soon Ryu ) 한국교육철학회 2010 교육철학 Vol.41 No.-

The purpose of this study is to preliminarily study the nature of the cultural competence modeling in schooling. Conceptions of competence are discussed in various ways in sphere of general and special education. There are many critics about the nature and epistemological stance of educational objectives and contents. As for the alternative of traditional schooling, emphasis on the competence and cultural competence made subject education effective in forms of curriculum framework. Furthermore DeSeCo project and previous literature study show us the importance and value of competence in pedagogical domain. So we need to search the possibility and relevance of cultural competence modeling in schooling. Because the study of competence and cultural competence have been discussed in specific job and skill training, now we have to change the conception of competence with a view to redesign a school curriculum. We think of competence as deeper and integrative thing. In subject education the importance of competence has been emphasized for its function and role of designing a schooling at various levels. This study focuses on the reconsideration of the critics about the nature of educational objectives and contents in the light of cultural competence. Now we can consider cultural competence modeling as constitutive role of schooling at various of subject education. As a result of this study, the nature of cultural competence has not only to be discussed, but also to be generated to teaching a various subject. In the end subject education and conception of cultural competence is restructured on the basis of competence modeling in parallel liberal education.

역량기반 교육과정의 가능성 탐색

이흔정 교육종합연구원 2010 교육종합연구 Vol.8 No.3

It has been attempted to apply competence-based curriculum to leverage educational competitiveness for nation wide perspective. The major goal of competence-based curriculum emphasizes not what learners know but what they can do. Competence can be referred as personal capabilities to handle problems with their own knowledge, cognitive skills, attitude, emotion, value, and motivation as a comprehensive concept. Competence-based curriculum was originated from vocational training because it was valuable for those to apply new perspectives to a traditional approach for school management. A traditional curriculum was based on input oriented process; however, a competence-based curriculum was based on output oriented process. It is also important to have a better understanding of competency for those to apply competence-based curriculum. First, it emphasizes functional approach, which includes cognitive aspect and affective mode too. Second, it is based on internal structure that focuses on what they can do rather what knowledge is. By focusing on capability it would be easier to conceptualize what a learner can do. Third, competence is based on situational feature. A learner who has own competence can control and activate resources to solve problems. This study concluded that it would not be recommendable to accept competence-based curriculum just because it is a brand new concept. Rather, it was concluded that it is important to delineate what is key features for renovation and critical values by applying competence-based curriculum.

Job Competence of College Students in Korea: An Expansion of Core Competence Theory

Park, Cheol Kyun Asian Society for Innovation and Policy 2015 Asian Journal of Innovation and Policy Vol.4 No.1

The purpose of this study is to find what competence determines the employment of college students using data from the K-CESA (Korea Collegiate Essential Skills Assessment) of a Korean university during 2009-2014. This test comprises of 6 categories of competence: self-management, global readiness, interpersonal relationship, resource/information/technology handling, communication and comprehensive reasoning. In addition to these competences, we add the comprehensive variable, grade point average. In order to identify the qualities of employment, employment was classified into 3 types: all employment, employment in decent jobs and employment in the top 500 companies. Results are as follows: For all employment and decent jobs, GPA and comprehensive reasoning were the meaningful variables. However in case of the top 500 companies, interpersonal relationship was added. Based on the analysis, this study suggests the fundamental concepts of college students' job competence: job specific competence, job basic competence, and basic competence.

Job Competence of College Students in Korea: An Expansion of Core Competence Theory

박철균 아시아기술혁신학회 2015 Asian Journal of Innovation and Policy Vol.4 No.1

The purpose of this study is to find what competence determines the employment of college students using data from the K-CESA (Korea Collegiate Essential Skills Assessment) of a Korean university during 2009-2014. This test comprises of 6 categories of competence: self-management, global readiness, interpersonal relationship, resource/information/technology handling, communication and comprehensive reasoning. In addition to these competences, we add the comprehensive variable, grade point average. In order to identify the qualities of employment, employment was classified into 3 types: all employment, employment in decent jobs and employment in the top 500 companies. Results are as follows: For all employment and decent jobs, GPA and comprehensive reasoning were the meaningful variables. However in case of the top 500 companies, interpersonal relationship was added. Based on the analysis, this study suggests the fundamental concepts of college students’ job competence: job specific competence, job basic competence, and basic competence.

<인공지능 수학> 교과를 위한 새로운 수학적 역량 개념 제안: 디지털 역량을 중심으로

한서현 대한수학교육학회 2022 수학교육학연구 Vol.32 No.1

This study proposes a mathematical competence network for the subject “Artificial Intelligence Mathematics.” The proposed competence network is a new concept of competence as an organic and hierarchical aggregate of mathematical competencies. To define this, the research used systematic literature analysis and review as a main research method and reviewed the relationship and properties among the elements constituting mathematical competence. Next, the research reviewed the meaning of digital competence and specified digital competence as the goal competence to be developed with Artificial Intelligence Mathematics. Finally, the research explored the digital competence framework which was the core idea of the study. The mathematical competence network for Artificial Intelligence Mathematics was then created by making a mathematical competence network and structuring the six mathematical competencies of the 2015 amended curriculum around the network. The new framework is expected to serve as a key standard for implementing competence-based education for Artificial Intelligence Mathematics. 본 연구의 목적은 수학과 교육과정에서 추구해야 할 수학적 역량 중 하나로 <인공지능 수학> 교과를 위한 ‘수학적 역량 네트워크’를 제안하는 것이다. 수학적 역량 네트워크란 수학적 역량을 구성하는 요소들 간의 유기적·위계적 집합체로서의 새로운 역량 개념이다. 이를 정의하기 위해 체계적인 문헌 분석과 고찰을 주된 연구 방법으로 삼고, 먼저 수학적 역량을 구성하는 요소들 사이의 관계와 그 속성을 검토하였다. 다음으로 디지털 역량의 의미를 살펴보고 <인공지능 수학>을 통해 기르고자 하는 ‘목표’ 역량을 디지털 역량으로 설정하였다. 마지막으로 연구의 핵심 아이디어가 되는 디지털 역량 프레임워크에 대한 탐구를 통해 수학적 역량 네트워크 개념을 확립하고, 이를 기준으로 2015 개정 교육과정에서 제시된 여섯 가지 수학적 역량을 구조화함으로써 <인공지능 수학>을 위한 수학적 역량 네트워크를 완성하였다. 이는 현장에서 <인공지능 수학>에 대한 ‘역량 교육’을 실현하기 위한 구체적인 기준이 될 수 있다는 점에서 의미가 있을 것으로 기대된다.

Factors Affecting Clinical Competence in Dental Hygiene Students

Hyun-Ok Lee,Sun-Mi Kim 한국치위생과학회 2019 치위생과학회지 Vol.19 No.4

Background: This study aimed to examine the factors that influence clinical performance of dental hygiene students to provide useful data for developing strategies to improve clinical competence. Methods: The effects of variables on clinical competence by quantile level were analyzed using quantile regression analysis in 247 dental hygiene students. Quantile regression and multiple regression analyses were conducted using the Stata 11.0 program to analyze predictors of clinical competence. Results: The clinical competence score of dental hygiene students was 42.69±5.90, the satisfaction of clinical practice was 49.90±7.44, the clinical practice stress was 50.62±7.37, and the professional self-concept was 31.68±4.41. Empathy was the highest at 50.87±4.93. Multiple regression analysis showed that school year, stress from clinical training, satisfaction with clinical training, professional self-concept, and empathy had significant impact on clinical competence. Quantile regression analysis showed that the effects varied depending on the clinical competence level. School year and professional self-concept had a significant positive effect, regardless of the clinical competence level, while empathy had a significant positive effect at the top 10% (Q90) of the clinical competence level. Satisfaction with clinical practice affected clinical competence at Q25, Q50, and Q90. Stress from clinical practice had significant effects at Q25, Q50, and Q90 (p<0.05). Conclusion: According to the study results, different factors affected clinical competence according to the quantile of clinical competence. This study provides valuable implications for designing clinical competence enhancement programs and strategies. In addition, objective indicators for considering factors that may affect the clinical competence, such as academic competence and satisfaction of practice hospitals, are expected to require detailed analysis and measures.

교사 역량 측정도구 개발 연구 : 4C 역량을 중심으로

박수정,박상완,이현정,박정우,김경은 한국교원교육학회 2020 한국교원교육연구 Vol.37 No.2

The purpose of this study is to develop a tool for measuring the 4C competence of teachers. This article focuses on 4C and core competence such as Creativity, Critical thinking, Communication, and Collaboration that have been identified as being required for success in future society. In order to achieve the purpose of this study, previous studies of teacher competence, 4C competency, and 4C competency measurement tool were analyzed. Based on the analyzed research, basic questions were firstly developed, and for the validity the survey questions were tested by 25 experts and then preliminary test of it was taken by 10 teachers. With the result of preliminary study, revised 4C competence measurement questions were drawn, and their reliability and validity were verified through a survey of 500 teachers. Finally, 25 questions were drawn for measuring teacher 4C competence. These final questions reflect each factor of 4C well, and the individual questions were also appropriate, confirming the validity of the test. The teacher 4C competence measurement scale developed in this study can be used to diagnose 4C competence level of Korean teachers and design individualized teacher training programs upon a teacher’s 4C competence level and needs as well. Also, it is expected to be used to devise teacher education programs centered on teacher competence.

기업의 제품개발역량과 IT역량이 융합능력을 통해 신제품 개발 성과에 미치는 영향

최상민,문태수 한국정보시스템학회 2020 情報시스템硏究 Vol.29 No.3

Purpose: This study examines the influence of product development competence and IT competence on new product development (NPD) performance in the context of Korean companies. To achieve this goal, this study presents and empirically tests a model of how NPD competence and IT competence can be exploited to positively influence NPD performance through convergence capabilities. Design/methodology/approach: The NPD competence are based on the research construct developed by Zhang et al. (2013). IT competence is based on the research construct developed by Lu and Ramamurthy(2011) and the NPD performance are based on the performance construct developed by Sivadas and Dwyer (2000). To complete the investigation, we conducted a survey from Korean 1000 big companies, which enrolled in Korean stock market. Randomly contacted 171 Korean companies, including firms of all sizes and types. To test our hypotheses, structured equation model (SEM) with partial least squares (PLS) method was employed. Findings: The findings indicate that NPD competence and IT competence are antecedent to convergence capabilities, while IT competence is higher influence than NPD competence. Also, convergence capabilities has very significant relationship with NPD performance. This study provides a better understanding of the relationship between NPD competence, IT competence, convergence capabilities, and NPD performance. So companies should focus on improving NPD and IT competence on NPD performance through convergence capabilities.