敎育大學 美術科敎育 實技能力 仲張方案 : 實態調査 分析을 通하여

梁哲模,沈鳳燮,金鍾根 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

進步主義 敎育과 本質主義 敎育의 比較 硏究

李元必 釜山敎育大學 1970 부산교육대학 논문집 Vol.6 No.2

More than twenty years have already passed since Korean education began its own progress towards the democratic education, having got rid of the traditional education under the Japanese control of colonization. During these years we have imported and have directly experienced the progressive education. But it has been found that the progressive education which is one of the streams of educational thoughts prevailing chiefly in the United States cannot serve the purpose of Korean education because the tradition, the custom, the ways of living, etc. of the United States are fundamentally different from ours. And so it is the writer's belief that the proper time has arrived for us, educators, to consider again and judge again the fact of having imported the idea of progressive education without deep consideration. Under these circumstances, through this study, the writer wants to compare the progressivism with the essentialism, reconsider the Korean education, and finnally find out some suggestions for the development of the democratic educational theory and philosophy fitted to the Korean situation. As a conclusion of this study, some suggestions are given below by the writer. These suggestions should inevitably be included in the theories of Korean education in order to have an educational philosophy most fitted to the present situation of Korea. 1. Personal dignity must be emphasized in the education. 2. Education that endeavours to encourage the social cooperation is most desirable. 3. The ultimate goal of the education should be directed to elevating the democratic charactor of the students. 4. Social concerns and social desires should be the stressing point of the education. 5. Classconscious education should be replaced by the general education for all. 6. Education should be built upon the life and the experience of the children. 7. Teaching the students how to organize things and how to think effectively is important. 8. We should put more emphasis on the hard-working habit of the children than on the interest of them.

世界主要國의 初等敎員 養成敎育에 관한 比較硏究 : 韓國初等敎員 養成敎育의 現況과 問題點을 中心으로

李元必,金仁洙 釜山敎育大學 1975 부산교육대학 논문집 Vol.11 No.1

The purpose of this study is to present the improvement and the problem in srguments encouraging the primary school teacher cducation. This its system and curriculum, the relation between supply and demand are separately argued compared with foreign cases. The results of the study can be summarized as the following(about its improvement): ① Comprehensive institutes or universities are to be inevitablely established and four-year-course teachers' colleges as training organization of primary teachers is to be build urgently. ② The test of aptitudes or personalities available for teachers is regulated as selections of students, and the national organization of controling candidates should be instituted. ③ Professors can replenish the lack of the knowledge for action through the action researches. ④ It is important to keep the structure of curriculum as a whole well-balanced the person of chindren, the specialist, the genuine teacher. ⑤ In the professional courses the dual structure for instruction-al method and the direction of children should be contributed to the regular works of teachers. ⑥ It is necessary that conduct excises for student teacher sectioning the stage available for, extevd its term, and regulate the qualification of directing teacher. ⑦ The supply and demand fo teachers should be accurately planned.

成人敎育의 觀點에서 본 社會敎育의 實踐方案

金明澈 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

In a rapidly changing society non-formal education is generally defined as systematic educational activity for both adult and youth after compulsory education. But the present study has focused on only adult education. Non-formal education for adults largely includes five categories such as education for the illiterate, liberal studies for adults, civic education, vocational training and the best use of leisure time. Adult education absolutely differs from formal education for young students in a variety of age, sex, school and vocational career, value, attitude, etc. This variety naturally requires us to make proper and efficient programs for adult education. Furthermore based on peculiar methods of in-service training for high-level government officials the conclusion is as follows: 1. Non-formal education program for adults ought to be sharply improved and reinforced systematically by request of rapidly changing society. 2. 'Lecture-centered' teaching method of non-formal education including in-service training for government officials should be changed into 'participation-centered' teaching method which is characterized by learner's voluntary activities such as discussion, seminar, case study, orienteering, sensitivity training, etc. 3. Excellent instructors and good facilities as well as scientific study must be continuously provided in order to support practice of 'participation-centered' teaching method mentioned above.

實科敎育의 效率化에 關한 硏究 : 國民學校 工業工作 敎育을 中心으로 with reference to the Technical and Craft at the Primary School

李時元 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1

We are preparing and carring out the intensified vocational education as the policy to develop ,man-power in order to adapt to the highly industrialized society. This stydy is investigated to find out the effective method of vocational training education of primary school which is the basic vocational training education. The results of this study are as follows: (1) The taxt book with contents suited the should be edited for the effective vocational training education. (2) The basis of the technical and craft education should be carried out with the same part of art course. (3) The teaching materials must be reorganized. (4) It is a very urgent problem to be improved the teacher's quality. (5) Teacher's positive guidance attitude should be established. (6) In oredr to miprove the class standard, a proper plan should be considered. (7) It is absolutly necessary for the vocational training education to be expanded the school facilities. (8) It is a very urgent problem that we enlighten the parents about the importance of technical and craft education.

2013학년도 한새문화생활연구원 활동 보고

부산교육대학교 한새생활문화연구원 부산교육대학교 학생생활연구원 2014 학생생활연구 Vol.33 No.-

한국과 해외의 초등교원양성체제 변천 과정 비교 분석

이광현,권용재 부산교육대학교 미래교육원 2022 초등교육연구 Vol.37 No.2

This thesis examines the history of elementary school teacher training systems in Korea, the U.S., Japan, and France, and the development of some elementary school teacher training colleges in the U.S. and Japan. Through this, implications for the development direction of Korea's elementary school teacher training system, that is, universities of education, were discussed. In the United States, as teachers' schools developed into teachers' colleges and universities, universities have developed into an open education system that trains elementary school teachers. In the case of Japan, there are many cases in which teachers' schools were consolidated into educational institutions similar to those of Korea's Kyowon University. However, due to limitations in university operation, etc., it has developed into a semi-university by opening and operating general departments such as humanities and social sciences instead of the faculty training department. As a result, it seems that it has the character of an open-bred system. A small number of universities (University of Tsukuba, former Tokyo University of Education) have developed into comprehensive research universities, and there are also cases where they have developed into universities that focus on pedagogical research along with teacher training. In France, primary and secondary teacher training has been promoted through an integrated two-year master's degree program. In the process, the 2-year master's degree program has been operated as 1 (subject education) year + 1 year (on-site apprenticeship teacher), so it is actually a 3-year bachelor's course, 1-year subject education, and 1-year on-the-job training system. In the first year of the master's degree, if candidates do not pass the teacher admission test, they can complete the master's degree and advance into other fields. North Korea seems to be the only educational university system that separates and trains only elementary school teachers like South Korea. In North Korea, elementary school teachers are trained at the three-year Teachers College. According to the global trend in the future, it is necessary for South Korea to develop into a comprehensive teacher training system through integration with Regional National Universities rather than integration between Teachers Colleges. 이 논문에서는 한국과 미국, 일본, 프랑스의 초등교원양성체제의 역사와 일부 미국과 일본의 초등교원양성대학의 발전 사례를 살펴보았다. 이를 통해 한국의 초등교원양성체제, 즉 교육대학교의 발전 방향에 대한 시사점을 논의하였다. 먼저 한국은 역사적으로 보면 초등교사양성의 전문성에 대한 인식 미비로 분리형 단과 전문대학 체제가 이어져 왔다. 그에 따라 교대교육의 딜레마가 발생하고 있음을 살펴보았다. 미국은 사범학교가 교원대학, 그리고 종합대학으로 발전하면서 종합대학내에서 초등교사를 양성하는 개방형 양성 체제로 발전해왔다. 일본의 경우 사범학교들이 통합되면서 한국의 교원대학교와 유사한 유초중등교원양성기관으로 변화한 사례가 많다. 그러나 대학운영상의 한계 등으로 교원양성학과가 아닌 인문사회 계열 등의 일반학과를 개설 운영하면서 일본의 교육대학들은 준(semi) 종합대학의 성격을 가지며 개방형 교원양성체제이다. 소수의 일부 대학(예: 쓰쿠바 대학. 구 도쿄교육대학)은 교원양성과 함께 교육학 연구를 중점적으로 하는 종합연구중심대학으로 발전한 사례도 존재한다. 프랑스의 경우 초중등교원양성을 통합적으로 2년제 석사학위과정으로 교원양성을 추진해왔다. 그 과정에서 2년의 석사학위 과정은 1(교과교육)+1(현장수습교사)로 운영해왔기 때문에 실제로는 3년의 학사과정과 1년 교과교육, 1년 현장수습교사 체제이다. 그리고 석사 1년차에 임용시험에 불합격할 경우 석사학위를 이수하고 다른 분야로 진출하도록 개방형 체제로 교원양성과정을 운영하고 있다. 초등교원만 분리 양성하는 교육대학 체제는 한국 외에는 북한이 유일하다. 북한은 3년제 교원대학에서 초등교원을 양성하고 있다. 한국은 향후 세계적인 추세에 따라서 교대 간 통합 보다는 거점 국립대와의 통합을 통해서 종합적 교원양성체제로 발전하는 것이 필요할 것으로 보이며 프랑스처럼 현장과의 연계성 강화를 모색하는 것이 필요할 것이다.

2014학년도 한새생활문화연구원 활동 보고

부산교육대학교 한새생활문화연구원 부산교육대학교 학생생활연구원 2015 학생생활연구 Vol.34 No.-

2014학년도 신입생 성격유형건사(MBTI)

부산교육대학교 한새생활문화연구원 부산교육대학교 학생생활연구원 2015 학생생활연구 Vol.34 No.-

敎育行政課業

林鍾徹 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

No brief or Simple Statement will suffice for defining the task of educational administration. The factors which define the task of educational administration constitute no fixed body of dogma. Instead they may be viewed as variables influenced by numerous factors of a psychological as well as a social-cultural and individual nature. The task if educational administration is indeed complex. The purpose of this study is to examine the historical development of the task of educational administration and to analyse categories of administrative tasks in the U.S.A. and korea. ① Those in the U.S.A. The Stages of development of the principalship are as follows: First stage was a single teacxher in a one-room school; Second stage, principal teacher stage; Third stage, teaching principal stage; Fourth stagem supervising principal stage. In the field of educational adminitration, the 1950s and early 1960s witnessed debate the number and nature of these tasks. The debate was taxonomic, not theoretical. In the 1970s in order to perform effectively in the principalship, the functions of principalship were paid keen attention. It focused on the tasks that occupied the bulk of the principal's time and analyzed them according to the major competencies that were demonstrated by an effective school principal. In analyzing categories of administrative tasks, there were some different aspects according to the researcher and phase of the times. ②. Those in lorea The typical school in our early history was the one-room, one teacher school like Sodong as the institution of private education. Now principalship is professionalized. The tasks of educational administration in Korea can be said to have been influenced by them mainly of the U.S.A. Therefore theories of administrative tasks had a little bit different aspects between two countries.