Identifying University Faculty Competencies in Fundamental, Teaching, Research, and Service Areas

( Minkyung Sung ),( Seonga Lee ),( Wooyong Eom ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

Competencies refer to certain conditions required for individuals to carry out specific tasks successfully. They are important because they describe the knowledge, skills, and attitudes expected to complete a certain duty. Competencies for university faculty are also significant because faculty competencies are closely related to the quality of university education. Faculty with greater competencies can cultivate learners of ability and strengthen the university competitive power. Thus, university makes great efforts to develop and improve faculty competencies by implementing lecture evaluation systems and offering educational programs. Most preceding research on faculty competencies has dealt with competencies in teaching and general areas. Although teaching is the most essential role as instructors, university faculty performs more tasks other than teaching students. That is, there are other roles they have to carry out. Thus, this study explores university competencies in four areas of university faculty competencies: fundamental, teaching, research, and service. It reviews literature to survey relevant information, identifies and designs a provisional faculty competency model, develops and implements a questionnaire, and analyzes the needs for education. This study draws thirty one competencies for university faculty in fundamental, teaching, research, and service areas. In the fundamental area, competencies are: self management, counseling, leadership, passion for education and respect for humans, communication, knowledge and contribution for university, interpersonal relations, ethics and justice, and technology literacy. In the teaching area, competencies are: understanding of learners, understanding of the course, motivation, relationships with learners, course management, improving teaching expertise, in-class communication, evaluation, lesson plans, and instruction with technology. In the research area, competencies are: reporting research output, performing research, managing research, managing research outcome, spread of research outcome, and supervising examination and dissertation. In service area, competencies are: human resource management, administration, university service, community service, understanding of the university organization, and university public relations. Results suggest that educational needs vary according to the tenure of office. Different groups are professors working in university: less than two years, two to six years, seven to twelve years, thirteen to twenty years, and over twenty years. Results of the study will be used to develop educational programs to develop faculty competencies according to their periods of service in university so that educational support can be customized and personalized.

음악교과역량 함양을 위한 국악 수업 설계

한윤이 한국교원대학교 교육연구원 2017 敎員敎育 Vol.33 No.4

It has been increasing the interest in subject competencies in music but studies on the subject competencies in Korean Music education are not enough for teachers. The purpose of this study is devising practical measures about Korean Music classes based on subject competencies. For this aim, researcher examined the subject competencies reflected in the achievement standard of music curriculum and then presented the direction of Korean Music education to cultivate subject competencies in music. A specific design was started after it was invented instructional design process based on subject competencies in music. The process consisted of four phases. There are ‘Identification of Achievement Standard, Selection of Contents based on Competency, Selection of Methods Based on Competency, Selection of Teaching-learning Activities’. According to this process, researcher have made instructional design for Korean Music education based on subject competencies enough to use in school practically. Instructional designs for Korean Music education based on subject competencies were focused on activities of expression, integrated activities of expression and appreciation, and music in daily life. The first topic is ‘Singing Nilliriya along to Gutgeori Jangdan’. the second topic is ‘Appreciating Talchum and Creative expression’. the third topic is ‘Investigating and introducing Pungmulnori in our region’. This research shows that competencies is closely related to each other in the process of reviewing the subject competencies reflected in the achievement standard. Consequently, it was found that teachers can combine and instruct various competencies at once and that most of all, Korean Music is very suitable to cultivate Cultural Community Competency Creative and Convergent Thinking Competency in music. 본 연구는 음악교과역량에 대한 연구가 미흡한 국악교육에서 역량 기반 국악 수업을 어떻게 해야 하는지에 대한 실질적인 방안을 마련하고자 이루어졌다. 이를 위해 먼저, 음악과 교육과정의 성취기준에 반영된 역량을 영역별로 살펴보았고, 음악교과역량 함양을 위해 국악교육은 어떠한 방향으로 나아가야할 지를 제시하였다. 그리고 구체적인 수업설계에 앞서 역량 기반 수업 설계 과정도 개발하여 제안하였는데, 역량중심 수업 설계 과정으로 ‘성취기준 파악, 역량에 근거한 내용 선정, 역량에 근거한 방법 선정, 단계별 교수・학습 활동 선정’ 등 4단계를 설정하였다. 이 4단계 과정에 따라 실제로 학교에서 적용 가능한 역량 기반 국악수업을 설계해 보았다. 역량 함양을 위한 국악 수업 설계는 표현 활동, 표현과 감상 통합 활동, 생활화를 중심으로 한 3가지 형태로 구안하였으며, 각각 ‘굿거리장단에 맞추어 노래 부르기’, ‘탈춤 감상하고 창의적 표현하기’, ‘우리 지역 풍물놀이 소개하기’를 주제로 수업을 설계하여 보았다. 그 결과, 역량은 서로 긴밀한 관련성이 있기 때문에 역량이 통합적으로 다양하게 반영되어 나타나고, 특정 성취기준이나 내용에 여러 가지의 역량을 통합하여 교육할 수 있음을 알게 되었다. 또한 국악은 문화유산이면서 본질적으로 통합적이고 융합적인 특성을 지니고 있으므로 ‘문화적 공동체 역량’과 ‘음악적 창의・융합 사고 역량’ 함양 교육에 적합함을 알 수 있었다.

미래사회의 한국 성인에게 필요한 역량 탐색과 평생교육 정책을 위한 제언

장은하,조대연,김은비,정홍인,김대영 숭실대학교 한국평생교육ㆍHRD연구소 2022 평생교육 · HRD연구 Vol.18 No.2

This study aims to identify key competencies essential for Korea adults in future society. It also attempted to examine key competences critical to those in particular life stages and life domains. Nineteen competencies were revealed as key competencies for Korean adults to develop across life stages and life domains. Then, a Delphi survey was utilized to test the validity of the names and the definitions of 19 competencies. As a result of the Delphi, 20 competencies were identified as key adult competencies. Of 20 competencies, 11 were confirmed as high-priority competencies for Korea adults to develop throughout the life cycle. The main findings of the study are as follows. First, 3 competencies, which include interpersonal, communication and self-development competencies, were identified as the most important and urgent ones for Korean adults to develop throughput the entire life stages and in life domains. Second, the study also found that 8 competencies are the first priority for Korean adults across the life span. In addition, 7 competencies were revealed as the most critical ones to those in the life domains of work, personal life and leisure. Based on these findings, the study presented future research directions and practical implications for life-long education policy.

대학생 학습역량 진단도구 개발 및 타당화 연구: A대학을 중심으로

이혜정 ( Hyejeong Lee ),임상훈 ( Sanghoon Im ) 한국교육공학회 2021 교육공학연구 Vol.37 No.3

본 연구는 A대학의 학습역량 진단도구를 개발하고 타당화 하는 것을 목적으로 수행되었다. 이를 위해 A대학 교육목표 및 학생 특성 분석, 학습역량 관련 국내외 선행연구 분석, 전문가 델파이를 거쳐 학습역량 구성요소를 도출하고 진단문항을 개발하였다. 개발된 진단도구의 타당성 확보를 위해 예비조사 및 본조사를 거쳐 탐색적 요인분석과 확인적 요인분석을 실시하였고 학습역량을 구성하는 하위요소와 진단문항의 모형의 적합도를 검증하였다. 그 결과 A대학의 학습역량으로 인지, 사회, 기술, 태도의 4개 역량 범주와 메타인지, 문제해결, 의사소통, 협력, 디지털리터러시, 자원관리, 학습동기, 학습윤리의 8개 학습역량이 도출되었다. 또한 23개의 하위역량과 74개의 진단문항이 개발되고 검증되었다. 본 연구를 통해 개발된 학습역량 진단도구는 학습자가 자신의 학습역량 수준을 더 잘 이해하고 성공적인 학습을 위해 개발해야 할 역량을 파악하도록 지원할 수 있을 것이다. 교수자는 수업 단위 내에서 학생들의 학습역량 수준을 파악하여 수업을 설계하기 위한 학습자 분석 자료로 진단도구 결과를 활용할 수 있을 것이다. 또한 대학 측면에서는 교과 영역과 비교과 영역에서 학습역량과 관련된 프로그램을 연결하고 학생의 학습역량 데이터를 기반으로 맞춤형 학생지원을 위해 학습역량 진단도구를 활용할 수 있을 것이다. This study aims to develop and validate a test suitable for learning measuring competencies of college students attending A University, located in Chungcheong province, Korea. The learning competencies were derived through an analysis of educational objectives as well as student characteristics at A University and by means of a thorough analysis of previous studies related to learning competencies. Furthermore, a three-round Delphi was conducted. To validate the test, exploratory factor analysis and confirmatory factor analysis were both conducted. As a result, four competency categories, namely cognition, sociality, skill, and attitude, along with eight learning competencies, namely meta-cognition, problem-solving, communication, cooperation, digital literacy, resource management, learning motivation, and learning ethics were derived. In addition, 23 sub-competencies and 74 questionnaire items were developed so as to measure the learning competencies. The test of learning competencies developed through this study can serve to support learners to better understand their level of learning competency and to identify those competencies which need to be developed for the sake of their future successful learning. For instructors, the result of students’ learning competencies can be utilized for a learner analysis when designing the course. For the university, it is possible to connect the learning competencies with regular curriculums and extracurricular programs to support students individually based on the data derived from the instrument used in measuring learning competencies.

공과대학생의 핵심역량 분석과 비교과 활동의 활용

황순희 한국공학교육학회 2018 공학교육연구 Vol.21 No.6

This research aims to analyze core competencies of engineering students in Korea as well as to explore the application plans of extracurricular activities(hereafter, ECA) and programs in order to enhance their core competencies. Participation in ECA has long been recognized as having positive benefits and impacts upon students. To achieve the purpose of this study, first, we investigated whether there were differences between core competencies in undergraduates according to majors, gender and grades. ‘Core competencies’, first introduced in management theory as ‘core competency' can be defined as personal attributes or underlining characteristics, capable of delivering a role or job. ‘Core competencies’ has received particular attention in recent years and there has been much related research (domestic and foreign) combined with diverse factors. However, few studies have addressed the question on engineering student’s core competencies as well as the ways of their enhancement. This study was conducted with a total of 286 students, and core competencies have been measured online, through K-CESA. Our findings show that firstly, there were significant differences in undergraduate students’ core competencies by majors. Engineering students scored significantly lower in core competencies overall. Second, there was no significant difference in students’ core competencies by gender and grade. Third, there was a significant correlation among components of core competencies. Finally, there was a significant correlation between core competencies and grades(GPA, grades in major subject & liberal arts subject), rather levels in the correlation were low. Furthermore, the study suggested that the appropriate application of extracurricular activities would enhance core competencies of students.

음악교과의 인성역량에 대한 고찰 -2015 개정 교육과정의 고등학교 음악 감상과 비평 교과서를 중심으로

강예진,신혜경 한국음악교육공학회 2020 음악교육공학 Vol.0 No.45

Contemporary character education has expanded to competencies, which is a critical issue in 21st century education, expanding beyond the personal growth. Thus, this study aimed to examine the attributes of character factors in high school music appreciation and criticism textbooks from the viewpoint of competencies. All five music appreciation and criticism textbooks based on the 2015 revised national curriculum were analyzed in four categories: musical genre, curriculum competencies and achievement standards in 2015 revised curriculum, and character competencies. The results confirmed the following positive potential directions in the development of character competencies in music education. First, the content of music appreciation and criticism textbooks serve to develop multi-faceted individual character competencies such as individual problem-solving abilities, positive attitudes, self-regulation abilities, and the self-reflection abilities of learners. Second, music appreciation and criticism textbooks also include character competencies at the relationship level. Third, learning activities leading to the development of character competencies in the textbooks were remarkably cognitive, both at the individual and relationship levels. Fourth, the achievement standards of the national curriculum were found to significantly influence the features of the character competencies contained in music appreciation and criticism textbooks. Implications for music education such as the necessity of considering character competencies in music subjects at various stages of curriculum development were suggested. Hence, the significance of the mastery of fundamental musical concepts was highlighted as a prerequisite for nurturing character competencies. Further, lesson plans deliberating complex and multifaceted attributes of character competencies as well as learner-centered education were emphasized. 현대 사회의 인성교육은 사회구성원 개인의 전인적인 성장을 넘어서서 21세기 교육 전반의 관심사인 역량으로 확대되었다. 이러한 시점에서 본 연구는 고등학교 음악 감상과 비평 교과서의 인성 요인을 역량의 관점에서 분석하여 음악교과 인성역량의 특징을 고찰하기 위한 목적으로 수행되었다. 2015 개정 교육과정에 따른 음악 감상과 비평 교과서 전 5종을 대상으로 음악 장르, 2015 교육과정 교과 역량과 성취기준, 인성역량의 네 가지 범주에서 내용분석을 한 결과 개인차원과 관계차원에 걸쳐 다면적인 인성역량 개발이 가능함을 확인할 수 있었다. 첫째, 음악 감상과 비평 교과를 통하여 학습자 개인의 문제해결 능력을 중심으로 긍정적 태도, 자기관리 능력, 자기성찰 능력과 같은 다면적인 인성역량을 다루는 내용이 포함되어 있었다. 둘째, 음악 감상과 비평 교과를 통하여 개인차원의 인성역량뿐 아니라 관계차원의 인성역량 개발도 가능한 것으로 나타났으며, 특히 타인과의 관계 중 의사소통 능력과 공동체와의 관계 중 공동체 의식의 비중이 높은 것으로 밝혀졌다. 셋째, 음악 감상과 비평 교과서의 인성역량 관련 활동은 개인과 관계 측면 모두 인지적 특성이 두드러지는 것으로 나타났다. 넷째, 이상에 제시한 음악 감상과 비평 교과서의 인성역량 개발을 위한 활동의 특징과 내용에는 교육과정 성취기준의 영향이 큰 것을 알 수 있었다. 이상의 결론에 근거하여 음악교과의 인성역량 개발을 위한 교육과정 개발 단계부터의 고려, 인성역량 개발을 위한 전제조건으로써 음악 개념학습 및 내용 이해와 같은 음악 기초능력의 중요성, 복합적이고 다면적인 인성역량의 특성을 고려한 수업 계획과 학습자 중심의 교수·학습 운영의 제언을 하였다.

교육대학생들이 생각하는 미래사회의 핵심역량

이재무 한국지식정보기술학회 2022 한국지식정보기술학회 논문지 Vol.17 No.4

This study is to present the educational needs of the core competencies required in the future society. The core competencies were derived through the selection of 14 core competencies required for college students. Further, college students were asked to the importance and performance of each selected core competency. The collected data were statistically processed using the SPSS 23.0 program. For statistical processing, descriptive statistical analysis, paired t-test, Importance-Performance analysis, IPA matrix, Borich's needs analysis, and The Locus for Focus model were applied. The results of statistical processing revealed the most important core competencies were creative and convergent thinking. Additionally, the competencies with the lowest performance were creative and problem-solving ones. As a result of the paired t-test, there was a meaningful difference between the importance and performance of all competencies. The competencies with the greatest difference between importance and performance were creative, global, convergent thinking, and critical thinking competencies. As a result of IPA, IPA matrix, Borich’s needs analysis, and The Locus for Focus model, the competencies with the highest educational needs in common were creative and convergent thinking competencies. The results of IPA and Borich’s needs analysis that present education priorities were similar in most competencies. Education needs were expressed by the following priorities: global, decision-making, communication, and problem-solving competencies.

원격 수업에서 초등 교원이 갖추어야 할 교수 역량 규명

이성아 ( Lee Seonga ),이희명 ( Lee Heemyeong ),엄우용 ( Eom Wooyong ) 한국아동교육학회 2021 아동교육 Vol.30 No.2

본 연구는 원격 수업에서 초등 교원이 갖춰야 할 교수 역량을 규명하는 데 목적이 있다. 연구 목적 달성하기 위한 연구 내용은 다음과 같다. 첫째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량과 하위 역량을 규명한다. 둘째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량의 행동 지표를 도출한다. 본 연구를 위하여 선행 연구 분석을 통하여 역량 및 하위 역량을 도출하였으며, 이를 토대로 패널을 대상으로 전문가 검토를 세 번 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량은 기본 역량, 원격 수업 설계 및 개발, 원격 수업 운영, 원격 수업 성찰로 나눌 수 있다. 또한, 하위 역량은 14개로 제시할 수 있다. 둘째, 원격 수업에서 초등 교원이 갖추어야 할 교수 역량에 따른 초등 교원의 행동 지표 47개를 도출하였다. 구체적으로 기본 역량에서 세 개의 하위 역량과 14개의 행동 지표, 원격 수업 설계 및 개발 역량에서 다섯 개의 하위 역량과 16개의 행동 지표, 원격 수업 운영 역량에서 네 개의 하위 역량과 10개의 행동 지표, 원격 수업 성찰 역량에서 두 개의 하위 역량과 7개의 행동 지표가 도출되었다. 본 연구의 결과는 원격 수업에서의 초등 교원이 갖춰야 할 역량을 규명하였다는 점에서 의의가 있다. 또한, 원격 수업의 질 향상을 위하여 교원이 개발하여야 하는 교수 역량과 행동 지표를 구체적으로 제시하여 원격 수업을 효과적으로 운영할 수 있는 실질적인 방안을 제공하였다는 점에서 의의가 있다. The purpose of this study was to identify teaching competencies of elementary school teacher for distance class. To achieve the purpose, two studies were conducted. First study was to identify the teaching competencies and sub-competencies that elementary school teachers for distance class. Second study was to derive behavioral indicators of teaching competencies of elementary school teachers for distance class. The teaching competencies and sub-competencies were derived from previous research and three expert reviews were conducted. Results were as follows. First, the teaching competencies that elementary schools teachers for distance class are 4 dimensions(fundamental competencies, instructional design and development, instruction operation, and instruction reflection) and 14 sub-competencies. Second, forty seven behavioral indicators were derived according to the teaching competencies. In specific, fundamental competencies includes three sub-competencies and 14 behavioral indicators, instructional design and development includes five sub competencies and 16 behavioral indicators, instruction operation includes four sub competencies and 10 behavioral indicators, and instruction reflection on distance class include two sub competencies and seven behavioral indicators were derived. The results of this study are significant in that they have identified the competencies that elementary school teachers on distance classes.

대학생들의 핵심역량 인식 분석 - J대학교 학생들을 대상으로

황경수,권순철,고봉조 한국교양교육학회 2015 교양교육연구 Vol.9 No.3

This study is aimed to evaluate the awareness of the core competencies of J university students who operates a core competencies curriculum. The purpose of the J university students in June 2014 in order to achieve conducted a survey on core competencies recognized as a destination. The results of this study are as follow. First, the students' core competencies recognition was higher than the demand for non-cognitive skills cognitive domain. In other words, collegiate students were aware of the important interpersonal skills, self-management skills. In addition, the perception of undergraduate core competencies were aware that it is important, regardless of their colleges, grade, gender, military status, family from high school, admission type. Second, the class of collegiate curriculum on core competencies satisfaction, instruction, classroom environment, classroom performance, and was found to recognize students' achievements, class operations. The operational strategy of the competency-based curriculum has been derived from it. This study is significant to research on the results of operations of our core competencies curriculum by introducing a core competencies in curriculum. The data could be based on the reference number and core competencies-based curriculum in many universities to introduce further study the curriculum as a basis for future research on core competencies-based curriculum. 본 연구는 핵심역량 교육과정을 운영한 J대학교 학생들의 핵심역량에 대한 인식을 알아보고자 하는데 목적이 있다. 이러한 목적을 달성하기 위하여 2014년 6월에 J대학교 학생들을 대상으로 핵심역량 인식에 대한 설문 조사를 실시하였다. 이에 대한 연구결과는 다음과 같다. 첫째, 대학생들의 핵심역량 인식은 인지적 영역보다는 비인지적 역량에 대한 요구가 높게 나타났다. 즉, 대학생들은 대인관계 능력, 자기관리 역량에 대해서 중요하게 인식하고 있었다. 또한 대학생 핵심역량에 대한 인식은 소속대학, 학년, 성별, 군복무 여부, 출신고교 계열, 입학유형에 관계없이 중요하다고 인식하고 있었다. 둘째, 핵심역량 대학교육과정에 대한 수업내용, 수업성과, 수업운영 등에서 대학생들의 인식을 알 수 있었다. 이를 통해 역량기반 교육과정의 운영 전략을 제안 할 수 있었다. 본 연구는 대학교육과정에 핵심역량을 도입하여 핵심역량 교육과정을 운영한 결과에 대한 연구라는 데 의의가 있다. 핵심역량 기반 대학교육과정에 대한 기초연구로서 앞으로 핵심역량을 학교교육과정에 도입하려는 여러 대학교에 참고할 수 있으며 역량기반 교육과정 후속연구에 기초자료가 될 수 있을 것이다.

중국 2022년 개정 교육과정의 핵심소양에 관한 연구

김애동,김해영 한국인격교육학회 2023 인격교육 Vol.17 No.3

The theme of China's Curriculum Standards (2022 Edition) is to cultivate a “new generation with ideals, competencies, and responsibilities,” focusing on Chinese students’ development of core competencies. This study discusses the core competencies of talents needed in the future society as advocated in China’s ninth curriculum released in April 2022. By undergoing three curriculum reforms since entering the 21st century, China has gradually satisfied the requirements of the knowledge industrialization era. China has completed a directional shift in education reform, moving from a knowledge-oriented approach to an ability-oriented one, and then to a competencies-oriented approach. This culminated in the formation and issuance of the curriculum reform plan in 2022, which emphasizes the cultivation of core competencies as a clear goal. This reflects that China's education reforms aim to fundamentally transform the role of education in talent development and that it is also committed to constructing a strong country through education as part of achieving the great rejuvenation of the Chinese nation. To explore the core competencies of the 16 courses in the 2022 revised compulsory education curriculum plan, the following characteristics of the core competencies can be summarized: Firstly, it refers to the core competencies of all countries in the world on the whole, especially OECD countries, while also reflecting the current reality and long historical tradition of China, emphasizing the importance of preserving Chinese culture. Secondly, China’s previous goal of cultivating abilities based on knowledge has changed to emphasize the fundamental goal of nurturing individuals with core competencies. This change is seen as completing the fundamental task of cultivating a new generation by enhancing morality and fostering talents. Thirdly, the process of integrating the core competencies into the curriculum is the most direct and practical path to cultivating these core competencies in students. Fourthly, the practical approach to cultivating the core competencies involves a shift from the traditional knowledge-oriented curriculum to a broader approach that encompasses big concepts in each curriculum. 중국 2022년 개정 교육과정에서는 "시대가 요구하는 이상과 능력, 책임감이 있는 신인" 육성을 주제로 중국 학생의 핵심소양 발전에 초점을 맞추었다. 본 연구에서는 2022년 4월 중국이 발표한 제9차 교육과정이 표방한 미래 사회가 지향하는 인재가 갖추어야 할 핵심소양에 대해 논의하였다. 21세기에 들어서 진행된 세 차례의 교육과정 개혁에서 중국은 점차 지식산업화 시대에 걸맞게 지식 중심에서 능력 중심으로, 능력 중심에서 점차 소양 중심으로 교육의 개혁방향을 조정해 왔으며 마침내 핵심소양의 양성을 뚜렷한 목표로 하는 2022년 개정 교육과정을 발표 및 실행하게 되었다. 이는 교육의 인재양성기능을 본질적으로 개선하고자 하는 중국의 교육개혁 의지를 선보인 것으로 교육 강국 나아가 교육을 통한 중화민족의 부흥을 기대하는 중대한 결책이라 할 수 있다. 2022년 개정 의무교육과정의 16개 교육과정이 지향하는 핵심소양을 살펴보면 다음과 같이 정리할 수 있다. 첫째, 세계적으로 특히 OECD국가에서 지향하는 핵심소양을 참조한 듯 보이지만 궁극적으로는 중국의 현실적 실제와 유구한 역사 전통을 기반으로 중화문화의 전승을 강조하고 있다. 둘째, 중국은 지식을 기반으로 능력을 지향하던 데로부터 점차 핵심소양을 구비한 인재를 키움으로써 덕을 세워 사람을 키우고자 하는 교육목표의 발전을 반영하였다. 셋째, 핵심소양을 교육과정에 융합시켜 교육 과정화 시키는 과정은 가장 실제적이고 빠른 경로이다. 넷째, 전통적인 지식 중심에서 각 교과목의 대 개념 중심으로의 교육과정 실천 전향은 핵심소양 발전의 실천경로이다.