대학 교수자의 교수역량 진단도구 개발 G대학교 사례를 중심으로

김용준,조창희,김소윤 대학교육개발센터협의회 2023 대학 교수-학습 연구 Vol.16 No.3

In this study, we derived the elements of teaching competency required from instructors and developed a tool to diagnose the instructor's teaching competency. The G University teaching competency diagnostic tool that was finally derived through the study consisted of a total of 7 questions, including 3 questions about the instructor's expertise and attitude as basic competencies, 2 questions about efforts to improve classes, and 2 questions about affection and interest for students. Second, a total of 16 questions were derived for teaching competency, including 5 questions on class progress, 3 questions on class design and development, 3 questions on class evaluation and reflection, 3 questions on communication, and 2 questions on motivation and guidance. The implications derived from the results of the study are: First, although various competency groups were derived from previous research on various teaching competencies, basic competency elements such as the instructor's attitude or philosophy that induce teaching behavior and the preparation, performance, and evaluation processes that are the procedures for teaching are conducted. All elements of were reflected in the study. Second, the developed teaching competency diagnostic tool can be used as a tool to periodically diagnose the teaching competency of G University professors. Additionally, periodic diagnosis of teaching competency can help instructors correct and supplement their shortcomings. Third, the developed teaching competency diagnostic tool can be used as a tool for pre- and post-testing of teaching programs operated by the G University Teaching and Learning Support Center to evaluate the performance of the operating program and use it for improvement and feedback.

체육교사의 교수역량 형성과정에 관한 자문화기술지

김재우,박대원 한국스포츠교육학회 2022 한국스포츠교육학회지 Vol.29 No.3

The teaching competency of physical education teachers tends to be habitually fixed according to the characteristics of the classroom environment. This requires physical education teachers to adapt to a new educational paradigm change and to need sustainable teaching competency to improve their physical education classes. The purpose of this study is to examine the overall experience of the teaching competency formation process of physical education teachers and, to explore its meaning. The process of Physical education teacher teaching competency formation was manifested in the recognition, of potential teaching competency, the growth of surface teaching competency, and the maturation of the contextual teaching competency of physical education classes. First, potential teaching competencies formed new perspectives and beliefs in the experience of prejudice and trial and error, but, revealed an unshaped level of awareness. Second, surface teaching competence has emerged as a growth factor such as ‘Insights on the progress of physical education classes’, ‘intuition to read the direction of education’, and ‘tolerance for students’. Finally, the contextual teaching competency of physical education classes was derived from the process of reconstructing the ‘Transformational Teaching Competencies’ and the ‘Introspective teaching competency’ to take advantage of the potential teaching competency and surface teaching competency of the, teacher. The reconstructing of teaching competencies has emerged as ‘Transformational Teaching Competencies’ from the perspective of adaptation to the educational paradigm shift and ‘introspective teaching competency’ from the perspective of improving physical education classes. In the end, the teaching competency of physical education teachers moved away from self-habitual fixation, adapted to new educational paradigm shifts and moved toward a sustainable form that focused on improving their physical education classes. 체육교사의 교수역량은 수업 환경의 특성에 따라 습관적으로 고착되는 경향이 있다. 이는 체육교사에게 새로운 교육 패러다임 변화에 적응하고, 자신의 체육수업을 개선하기 위해 지속 가능한 교수역량의 필요성을 요구하고 있다. 이 연구의 목적은 체육교사의 교수역량(teaching competency) 형성과정의 전반적인 경험을 살펴보고, 그 의미를 탐색하는 데 있다. 체육교사 교수역량 형성과정은 잠재적 교수역량의 인식, 표면적 교수역량의 성장, 체육수업 맥락적 교수역량의 성숙 단계로 나타났다. 첫째, 잠재적 교수역량은 편견과 시행착오 경험에서 새로운 안목과 신념을 형성하였으나, 형상화되지 않은 인식 수준으로 드러났다. 둘째, 표면적 교수역량은 ‘체육수업 전개의 통찰력’, ‘교육 방향을 읽는 직관력’, ‘학생에 관한 포용력’ 등의 성장 요소로 나타났다. 마지막으로 체육수업의 맥락적 교수역량은 교사의 잠재적, 표면적 교수역량을 활용할 수 있도록 ‘변혁적 교수역량’, ‘자기성찰적 교수역량’의 재구성 과정으로 도출되었다. 교수역량 재구성은 교육 패러다임 변화의 적응관점에서 ‘변혁적 교수역량’과 체육수업 개선의 관점에서 ‘자기성찰적 교수역량’으로 나타났다. 결국 체육교사의 교수역량은 자기 습관적 고착화에서 벗어나 새로운 교육 패러다임 변화에 적응하고, 자신의 체육수업 개선에 중점을 둔 지속 가능한 형태로 나아갔다.

대학 예비교수자의 교육역량 요구 및 교육역량 향상 프로그램 효과성 분석

민혜리 인문사회 21 2022 인문사회 21 Vol.13 No.3

A Study on Teaching Competency Needs Analysis and the Effectiveness of Teaching Competency Improvement Programfor Pre-faculty (Future Faculty) in UniversityHyeree Min Abstract: This study was conducted to present the necessity of Teaching competency training for preliminary instructors and to understand the effectiveness of training programs. As a result of a survey of participants in the Pre-Faculty program at S University, Pre-Faculty evaluated the level of implementation lower than the level of importance of Teaching competency. As a result of analyzing Borich’s needs, activities during class, especially interaction items, had a high priority. As a result of applying the The Locus for Focus model, four competencies were identified: ‘providing appropriate feedback’, ‘providing opportunities for questions during class’, ‘considering learner level’, and ‘reflection on Teaching.’ The importance and implementation of Teaching competency differed according to the major field and lecture experience. Except for reflection, the humanities and social sciences were higher than the natural and engineering fields, especially in interaction and delivery, and this was statistically significant. It was found that the effectiveness of the Pre-Faculty training program had a positive effect on most Teaching competency factors. Among them, the scores were relatively high in the order of ‘reflection on Teaching’, ‘expression method’, ‘interest, motivation’, and ‘interaction.’ Based on the research results, Meaningful proposals can be made in the direction of the development of the Teaching competency improvement program for prospective university professors in the future. Key Words: Teaching Competencies of Pre-Faculty (Pre-university Professors), Analysis of Teaching Competencies, Necessity of Pre-university Professors’ Teaching Competencies, Teaching Competency Improvement Program of Pre-Faculty (Pre-university Professors) 대학 예비교수자의 교육역량 요구 및 교육역량 향상 프로그램 효과성 분석민 혜 리* 요약: 이 연구는 예비교수자들의 교육역량 중요도 및 실행도 수준에 대한 인식의 차이를 분석하고, 교육역량 강화 프로그램의 효과성을 파악하기 위해 진행되었다. S대학교의 예비교수자 프로그램 참여자를 대상으로 설문한 결과, 예비교수자들은 교육역량의 중요도 수준에 비해 실행도 수준을 낮게 평가하였다. Borich의 요구도 분석한 결과, 수업 중 활동, 특히 상호작용 항목이 우선순위가 높았다. The Locus for Focus 모델을 적용한 결과, 우선개선 항목으로 ‘적절한 피드백 제공’, ‘수업 중 질문 기회 제공’, ‘학습자 수준 고려’, ‘수업에 대한 성찰’ 등 4개의 역량이 확인되었다. 교육역량 중요도와 실행도는 전공계열과 강의경험 유무에 따라 차이를 보였는데 교육역량 실행도는 성찰을 제외하고 모두 인문・사회계열이 자연・공학계열보다 높았고 특히 상호작용과 전달력에서 실행도 수준이 높고, 이는 통계적으로 유의미하였다. 교육프로그램의 효과성에 대해서는 대부분의 교육역량 요소에 긍정적 영향을 미친 것으로 파악되었다. 이 중에서 ‘교육에 대한 성찰’,과 ‘표현법’, ‘흥미, 동기유발’, ‘상호작용’의 순서로 상대적으로 높은 점수를 보였다. 연구결과를 근거로 향후 대학 예비교수자들 교육역량 향상 프로그램 개발 방향에 의미 있는 제안이 가능하다. 핵심어: 대학 예비교수자 교육역량, 예비교수자 교육역량 요구분석, 교육역량 중요도-실행도, 예비교수자 교육역량 향상 프로그램, 대학 교육역량 향상 프로그램 □ 접수일: 2022년 5월 11일, 수정일: 2022년 6월 9일, 게재확정일: 2022년 6월 20일* 서울대학교 기초교육원 연구교수(Professor, Seoul National Univ., Email: hrmin82@snu.ac.kr)

교수역량 자가진단도구 개발 및 타당화

이진령 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.10

Objectives The purpose of this study was to develop a self-assessment tool that could set related components and measure them in order to measure teaching competency. Methods In order to develop a self-assessment tool for teaching competency, related preceding studies were reviewed, and based on this, components of teaching competency were extracted. In addition, preliminary questions were formed and 53 questions were formed through expert review and preliminary investigation. Based on the data collected in the main survey, an exploratory and confirmatory factor analysis was conducted to develop a self-assessment tool for teaching competency. Finally, the reliability and validity of the developed self-assessment tool for teaching competency were verified. Results As a result of this study, the validity and reliability of the three teaching competencies (basic competencies, teaching competencies, and class management competencies) were verified. The suitability of the model was confirmed through confirmatory factor analysis. Accordingly, the teaching competency self-assessment tool consists of 6 questions for basic competency (understanding of school education, attitude as an educator), 25 questions for class competency (class design, teaching and learning execution, interaction with students), and class management competency (learning evaluation, class improvement). , learning counseling) consisted of 17 questions. Accordingly, the teaching competency was developed with a total of 48 items. As a result of examining the reliability of the finally developed item, Cronbach a .964 was found to be good. Conclusions The results of this study are significant in that they developed a self-assessment tool that can measure them based on the constituent factors of teaching competency. Through the teaching competency self-assessment tool, instructors can understand their own strengths and weaknesses and help them select teaching support programs suitable for their capabilities. In addition, university institutions such as the Teaching and Learning Center can use it as basic data to design and operate teaching programs based on the analysis of instructors' teaching capabilities. 목적 본 연구에서는 교수역량 알아보기 위하여 관련 구성요인을 설정하고 이를 측정할 수 있는 자가진단도구를 개발하고자 하였다. 방법 교수역량 자가진단도구를 개발하기 위하여 교수역량과 관련된 선행연구를 검토하고 이를 바탕으로 교수역량 구성요인을 추출하였다. 그리고 예비문항을 개발하고 전문가 검토와 예비조사를 거쳐 53문항을 구성하였다. 본조사에서 수집된 데이터를 바탕으로탐색적⋅확인적 요인분석을 실시하여 교수역량 자가진단도구를 개발하였다. 마지막으로 개발된 교수역량 자가진단도구의 신뢰도와 타당도를 검증하였다. 결과 본 연구결과, 기본역량, 수업역량, 수업관리역량 3가지 교수역량과 각 역량에 대한 하위요인의 타당성과 신뢰성이 검증되었으며, 확인적 요인분석을 통해 모델의 적합성을 확인하였다. 이에 교수역량 자가진단도구는 기본역량(학교교육에 대한 이해, 교육자로서의 태도) 6문항, 수업역량(수업설계, 교수학습실행, 학생과의 상호작용) 25문항, 수업관리역량(학습평가, 수업개선, 학습상담) 17문항으로 구성되어, 총 48개의 문항으로 개발되었다. 최종 개발된 문항의 신뢰도를 검토한 결과 Cronbach a .964로 양호하게나타났다. 결론 본 연구결과는 교수역량의 구성요인을 바탕으로 이를 측정할 수 있는 자가진단도구를 개발하였다는 데 의의가 있다. 교수역량자가진단도구를 통해 교수자는 자신의 강약점을 이해하고, 역량에 맞는 교수지원 프로그램을 선택하는데 도움을 줄 수 있을 것이다. 그리고 교수학습센터와 같은 대학기관에서는 교수자의 교수역량 분석에 따른 교수지원 프로그램을 설계 운영하는데 기초자료로활용할 수 있을 것이다.

인적자원개발을 위한 교수 역량(teaching competency) 모델 개발

노혜란,최미나 한국직업능력개발원 2004 직업능력개발연구 Vol.7 No.2

본 연구는 대학교수의 교수(teaching)에 대한 수행 수준의 실태를 파악하고, 이를 토대로 체계화된 대학교수의 교수(teaching)지원 프로그램을 개발하기 위한 근거를 마련하기 위해 시행되었다. 대학에서의 교수 역량 모델을 개발하기 위하여 Lucia & Lepsinger(1999)와 Dubios(1993)가 제시한 역량 모델 절차를 혼합 보완하여 문헌자료 수집, 인터뷰, 포커스그룹 미팅을 통하여 교수자의 역할과 핵심 역량, 공통기본 역량을 규명하여 교수 역량 모델을 개발하였다. 교수자로서의 역할은 교수설계자, 촉진자, 평가자 3가지로 구명되었고, 각각의 역할마다 3개의 핵심 역량과 공통기본 역랑이 규명되어 총 18개의 세부 교수 역량이 규명되었고 각 역량에 대한 진단문항이 개발되었다. 개발된 역량 모델과 진단지(cronbach's α =.93)를 적용하여 2003년 1학기부터 2004년 1학기까지 총 63명의 교수를 대상으로 교수 역량에 대하여 전공계열별, 교수직급별 분석을 실시하였다. 연구결과 교수 역량 중 학습환경 조성능력과 교수직급간에 부적 상관관계가 있는 것으로 나타나, 오히려 직급이 낮을수록 학습을 위한 환경 조성을 잘 하는 것으로 드러났다. 본 연구는 국내의 인적자원개발 분야의 훈련자(trainer)와 교수자(teacher)가 갖추어야 할 핵심 역량과 공통기본 역량을 구체적으로 진단할 수 있는 기본적인 프레임웍을 제공한 데 의의가 있다고 하겠다. The purpose of this study is to provide guidance for training and supporting of teacher and trainer in HRD by identifying their roles and developing teaching competency medel. Following research process and method are adopted for this study. First, we reviewed many literatures, and interviewed professors in H University to analyze their role, core teaching competency. And we had some focus group meetings to identify common teaching competency. Second, we developed the model of teaching competency of the categorizing of teaching roles and core competencies and common competencies. Third, we developed a questionnaire for diagnosing to identify the degree of teaching competency. Fourth, we applied the model to the field(H University) for to analysing the teaching competency level of professors. The Results of the study were as follows. The teaching competency model was consisted of thirty-six items for eighteen teaching competencies divided into nine core competencies and nine common basic competencies about three teacher roles - instructional designer, facilitator, evaluator. The result of application was not statistically significant differences according to specialities(science & engineering, humanity & sociality, medicine, and art) and status(a fulltime lecturer, an assistant professor, an associate professor and a professor) of professor. But, trend of mean of professor's specialities and status was remarkable. Specialities of science & engineering and an associate professor have relatively a low level of teaching competency in all of eighteen teaching competencies.

교수역량진단을 통한 교수자 특성 분석과 프로그램 지원 방안: F대학을 중심으로

이경희,김기홍,김지연 한국핵심역량교육학회 2023 핵심역량교육연구 Vol.8 No.2

The purpose of this study is to diagnose the level of teaching competency and propose a teaching competency priority and teaching competency program by analyzing the difference in perception between the importance and implementation of the competency. For this purpose, data from 175 University F faculty members who participated in the survey were analyzed using paired-sample t-test, Borich needs assessment, and The Locus for Focus model. As a result of the study, first, significant differences in teaching competency were found by major, gender, rank, and number of participation in teaching methods programs. Second, for some competencies, significant differences were found between the importance and degree of implementation by employment experience and age. Third, as a result of comparing The Locus for Focus model analysis and Borich needs analysis, the teaching competencies that need to be developed as a top priority to strengthen teaching competency were motivational design competency, learning outcome evaluation and feedback competency, and lifelong learner competency. And, the next-highest priority competency was professional development regarding educational content and class time management competency. Based on the research results, a professor capacity building program considering characteristics such as professor experience was proposed. The significance of this study is that the programs proposed for each competency can be used as basic data for establishing and improving faculty support programs at other universities.

대학 교원의 교수역량 요구도에 따른 지원체제 개발

강정찬(Kang Jung Chan) 한국홀리스틱융합교육학회 2021 홀리스틱융합교육연구 Vol.25 No.4

본 연구의 목적은 대학 교원의 교수역량에 대한 인식조사를 바탕으로 교수역량 개선 및 향상을 위한 지원체제를 개발하는 데 있다. 이를 위해 경력별, 전공계열별 교수역량에 대한 인식 및 차이 분석을 실시하고, 현재 대학들에서 주로 개발하여 적용하고 있는 교수역량 지원 및 강화 프로그램을 검토하여 체계적인 교수역량 지원 프로그램 및 향상 방안을 제시하였다. 본 연구의 결과는 첫째, 경력별 교수역량에 대해 5년 미만 교원에서 가장 요구도가 높은 역량은 기본역량 중 학문연구 역량이며, 5년 이상~10년 미만 교원은 수업평가 역량, 10년 이상~15년 미만 교원은 학생이해 및 관계 역량, 15년 이상~20년 미만 교원은 수업실행-도입전략 역량으로 나타났다. 또한, 20년 이상 교원에서 가장 요구도가 높은 역량은 기본역량 중 학문연구 역량으로 나타났다. 둘째, 전공계열별 교수역량에 대한 요구도에서 인문사회계열 교원은 기본역량의 학생이해 및 관계 역량과 학문연구 역량에 대한 요구가 높게 나타나고 수업평가 전략에 대한 요구도 높았다. 자연과학계열 교원과 공학계열 교원은 수업실행-도입전략 역량, 예·체능계열 교원은 학문연구, 교육철학 역량에 대한 요구도가 높게 나타났다. 셋째, 교수역량 향상 지원 프로그램의 검토와 교수역량에 대한 IPA, Borich 요구도 분석 결과에 근거하여 경력별, 전공계열별 교수역량에 대한 지원체제로 구체적인 지원 프로그램 및 향상 방안을 제시하였다. 이러한 연구 결과는 대학 교원이 처해 있는 상황이나 시기에 적합한 교수역량 지원 프로그램을 제공하기 위한 실천적 지침을 제공해 줄 수 있다. 또한, 대학의 특성 및 요구를 반영하여 교수역량 강화 프로그램을 설계 및 개발하고자 할 때 체계적인 과정 및 절차가 포함된 실천 모형을 제공해 줄 수 있을 것이다. The purpose of this study is to develop a support system for improving and enhancing teaching competency based on the survey of the demand for teaching competency of university professors. To this end, the researcher analyzed the requirements and differences in teaching competency by career and major departments, and reviewed the programs for supporting and strengthening teaching competency, which are mainly developed and applied by universities, and presented support programs and improvement strategies as a systematic support system for teaching competency. The results of this study showed that the most demanding competency of professors under five years of experience is professional knowledge competency among basic competencies, while those with more than 5 to 10 years, less than 10 to 15 years, and less than 15 to 20 years of experience are challenge support competency among student support competencies. In addition, professors for more than 20 years had high competency to support sharing and challenge among the competency to support students. Second, in the demand for teaching competency by major categories, professors in the humanities and social sciences show high demands for student understanding competency and professional knowledge competency, high demand for teaching competency centered on student support competency in both natural science and engineering, and arts and physical education, and in detail, the demand for challenge support competency, cooperation support competency, and sharing support competency is high. Third, based on the review of the teaching competency improvement support program and the results of IPA and Borich demand analysis on teaching competency, the support system for teaching competency by career and major department was presented.

직무능력향상을 위한 국가직무능력표준(NCS)기반 교과목운영 사례 : 세무직무의「원천징수능력단위」를 중심으로

박태승 한국상업교육학회 2017 상업교육연구 Vol.31 No.3

본 연구는 고용노동부의 국가직무능력표준(NCS)과 교육부의 NCS학습모듈에 따라 세무직무 중 ‘원천징수 능력단위’를 수도권의 I전문대학 세무회계학과 교육현장에서 수업을 운영하고 그 결과물을 티칭 포트폴리오로 제시하여 향후 관련 교육개선의 토대를 제공하고자 하는데 있다. 이를 위해 교육부의 ‘국가직무능력표준 기반 교육과정 가이드라인’에서 일반적으로 요구되는 항목을 중심으로 포트폴리오를 구성하였으며, 이 사례를 통해 교육운영 개선을 위한 시사점을 도출하고자 하였다. 이 연구의 결과를 요약하면 다음과 같다. 첫째, 교육계획단계에서의 교과목명세서와 강의계획서는 NCS능력단위요소와 수행준거를 대부분 포함하여 작성하였으나, 능력단위요소 중 중요도나 활용빈도가 낮은 ‘비거주자 국내원천소득’과 ‘사업소득 연말정산’을 교육범위에서 제외하였다. 교과목체계도는 유용한 교육운영 계획도구로 활용될 수 있을 것으로 보아 추가하였다. 둘째, 티칭 포트폴리오의 구성은 학교별로 약간의 차이는 있으나 기본적이고 공통적인 산출물로서 교과목명세서, 강의계획서, 주차별 수업자료, 평가계획서(사전 진단평가 포함), 학생별 직무능력평가서, 향상교육과 재평가결과표, 교육품질개선보고서(CQI)로 구성하고 그 밖에 직무능력향상교육을 위한 보충적인 산출물을 추가하였다. 셋째, 직무능력성취도 평가시 NCS수행준거별로 실시함이 바람직하나, 수행준거기준의 양이 많아, 능력단위요소 수준에서 평가를 실시하였다. 직무능력결과평가(중간, 기말)외에 5회의 수행평가를 실시하였으나, 과제가 많을수록 평가와 피드백, 성적정리에 과다한 시간이 소모되어 수행평가의 횟수를 적정하게 조정할 필요가 있다. 수행평가전 실무 세무프로그램을 활용하여 학생들의 현장적응도를 높이도록 하였다. 넷째, 중간직무능력평가 이후 성취도 70%미만자를 대상으로 향상교육과 재평가를 실시하였으나, 재평가 대상자가 다른 학생에게 알려지는 경우 재평가 대상자에게 부정적인 영향을 줄 수 있어, 재평가대상자 선정, 시행시기와 방법을 신중히 설계하여야 한다. 다섯째, 수업중간 평가(만족도 조사)결과는 당초 예상보다 낮았다. 주관식 설문조사 결과는 강의수준과 강의방법 개선에 도움을 주었다. 학교차원에서 시행하는 최종 강의평가 외에 수업 중간평가는 자율적인 교수법 개선에 유용한 것으로 생각된다. 본 연구는 「세무직무」의 「원천징수 능력단위」를 반영하여 NCS에 따른 교과목을 도출한 후 대상 교과목의 실제 교육과정 운영결과를 티칭 포트폴리오로 제시한 최초의 사례연구로서 의미가 있다. 본 연구사례가 전문대학 세무분야의 NCS 기반 교과목운영에 유용하게 활용되고, NCS가 지향하는 품질 있는 직무능력 교육을 통해 능력중심의 사회를 구현함에 기여하기를 기대한다. According to the National Competency Standards (NCS) of the Ministry of Employment and Labor and the NCS Learning Module of the Ministry of Education, the 'Withholding Taxes Competency Unit' is taught at a ‘Tax Accounting Department of I junior college’ education field in the metropolitan area and the result is presented as a teaching portfolio. This study is aimed to provide the foundation for the improvement of NCS-based competency teaching. To this end, I constructed a portfolio based on the items generally required by the Ministry of Education's ‘National Competency Standards-Based Curriculum Guidelines’, and sought to draw implications for improving the NCS-based teaching through this case. The results of this study are summarized as follows; First, the course specification and the lecture plan at the stage of teaching planning consisted mostly of NCS competency unit elements and performance criteria. However, 'non-resident domestic source income' and 'business income year -end settlement' units were excluded from the scope of teaching in terms of low importance and utilization. The ‘Contents Map’ can be used as a useful teaching planning tool. Second, the composition of the teaching portfolio is a basic and common outcome, though there are some differences between the colleges, the course specification, the lecture plan, the weekly teaching materials, the evaluation plan (including the prognosis evaluation), students' evaluation, improvement teaching and reevaluation sheet, continuous quality improvement report(CQI) and supplementary outcomes for improving workplace competency. Third, it is desirable to perform the NCS performance criteria in the evaluation of job performance, but I evaluated students at a competency unit element level. In addition to evaluating competency outcomes (intermediate and final), five performance evaluations were conducted. However, the more tasks, the more time is spent in evaluation, feedback, and evaluation, and the number of performance evaluations needs to be adjusted appropriately. I used the practical taxation 메ㅔapplication program before performance evaluation to improve students' adaptation to the field. Fourth, after the evaluation of the intermediate competency, the improvement teaching and the reevaluation were carried out to the students less than 70% score. However, if the reevaluation target is known to other students, it may negatively affect the reevaluation target. The selection and the timing and method of reevaluation should be carefully designed. Fifth, the interim evaluation (student satisfaction survey) results were lower than originally expected. The results of the questionnaire survey helped to improve the teaching level and lecture method. In addition to the final lecture evaluation conducted at the college level, the interim evaluation of class is considered to be useful for the improvement of autonomous teaching method. This study is meaningful as the first case study on the result of actual teaching of specific subject after deriving curriculum according to NCS by reflecting the ‘withholding taxes competency unit’ of ‘tax job’. I hope that this case study will contribute to the realization of a competence-oriented society through the practical use of NCS-based competency teaching which is useful for the teaching of NCS- based curriculum in the tax department of colleges.

A Study on Early Childhood Teacher`s Alternative Teaching Competency

Hyelan Rho(노혜란),Sunhee Park(박선희),Sukjin Kwon(권숙진) 한양대학교 교육공학연구소 2014 학습과학연구 Vol.8 No.2

본 연구는 기술적, 사회적, 문화적 변화로 인하여 새롭게 유아교육 현장에 요구되는 교수역량 요인을 규명하고자 하였다. 문헌 분석을 실시하여 미래 지향적인 대안적 교수역량을 추출하였고, 각 요인의 중요도와 추가적인 교수역량을 도출하기 위하여 현장 유치원교사 134명을 대상으로 설문을 실시하였다. 연구 결과 현장 유치원교사들은 기본 교수역량 중 태도 역량에서는 열정, 윤리의식, 책임감이, 기술 역량에서는 교육계획과 조직, 교수학습 전략과 수행, 동기유발이, 지식 역량에서는 학습자와 학습에 대한 지식, 교수설계 및 개발지식, 교과전문성이 중요하다고 인식하였고, 대안적 교수역량으로는 디지털 격차 해소 능력, 스트레스 관리 능력, 갈등 관리 능력, 다문화이해능력이 중요하다고 인식하였다. 추가적인 대안적 교수역량으로 아이에 대한 이해, 전문지식 습득과 수업에 적용하는 활용능력, 인내심, 교사로서의 자부심을 제시하였으며, 과거보다 더 중요해지는 역량으로 배려, 창의성, 상호작용, 윤리의식을 제시하였다. 이상의 연구 결과는 현장 교사들이 미래의 대안적 교수역량으로 지식과 기술적인 능력뿐만 아니라 정서적 역량이 매우 중요하다고 인식하고 있음을 시사한다. This research is to find early teacher’s competency in according with technology, culture and society. We extract alternative teaching competency with literature review. Furthermore, we surveyed 134 in-service teachers from preschools in order to find another competency. In result, among the fundamental teaching competency, passion, sense of ethics, and responsibility were rated within the category of attitude competency. In terms of skill competency, educational planning and organization, performance of teaching and learning strategy, and facilitation of motivation were rated. New teaching competencies include competency of information-processing, competency of stress management, competency of conflict control, and competency of understanding diverse culture. "Newly required competency for preschool teachers" are understanding of the child, acquisition and application ability of specialized knowledge, endurance, and early childhood teacher’s self-respect. "More important competency for preschool teachers compared to the past" are solitude, creativity, interaction, and sense of ethics. Considering the results, the following implications can be elicited. It seems obvious that our digital society wants preschool teachers to achieve various teaching methods, applications of professional knowledge and skills. Apart from such knowledge and technical competencies, however, affective and emotional factors are the must-have elements teachers should have.

A Study on the Development of Core Competency Diagnostic Tools for Professors at A’ University

Soo-Min PARK,Tae-Chang RYU 국제융합경영학회 2023 융합경영연구 Vol.11 No.4

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.