고교학점제 도입에 따른 고등학교 진로전담교사 직무모형 개발

정철영(Chyul-young Jyung),정진철(Jinchul Jeong),서우석(Wooseok Seo),이현민(Hyunmin Lee),이승엽(Seung-yeop Lee),이영광(Yeonggwang Lee),양인준(Injun Yang) 한국진로교육학회 2021 진로교육연구 Vol.34 No.4

이 연구는 고교학점제 도입에 따른 고등학교 진로전담교사의 직무모형을 개발하는 것을 목적으로 수행되었다. 이를 위해 고등학교 진로전담교사 및 고교학점제 관련 문헌분석을 실시하였고, 전문가 협의회를 통해 고등학교 진로전담교사의 직무모형 초안을 작성하였다. 이를 바탕으로 10명의 전문가 집단을 대상으로 총 2차시에 걸친 델파이 조사를 시행함으로써 고교학점제 도입에 따른 고등학교 진로전담교사 직무모형 최종안을 도출하였다. 분석결과는 다음과 같다. 첫째, 고등학교 진로전담교사의 직무는 고등학교의 진로교육 관련 부서의 장으로서 학교 진로교육 기획, 운영 및 관리를 총괄하는 업무로 정의한다. 둘째, 고등학교 진로전담교사의 직무는 진로교과, 창의적 체험활동 중 진로활동, 진로지도 및 상담, 교원 및 학부모대상 진로교육 등 총 4개의 영역과 12개의 업무로 구성된다. 셋째, 고등학교 진로전담교사가 수행하는 12개의 업무는 크게 7개의 주관업무와 5개의 협력업무로 세분화된다. 이러한 내용을 종합하여 도출한 제언은 다음과 같다. 첫째, 학교 유형 별 진로전담교사 배치 시 학생 수를 고려해야 한다. 둘째, 교원의 전문성 개발을 위해 고교학점제 관련 연수가 실시되어야 한다. 셋째, 고교학점제 시행 학교의 우수사례 발굴을 통해 진로연계 학업설계 및 지도상담 내용의 공유가 필요하다. 넷째, 이 연구에서 도출한 고등학교 진로전담교사의 과업을 대상으로 교육요구도 분석이 진행되어야 한다. The study was conducted to job model for high school career teachers following the introduction of the high school credit system. To this end, literature review of high school career teacher and a high school credit system was performed, along with a need assessment about high school career teacher and teacher who is in charge of high school credit system. In addition, a draft of job model for high school teachers was made through an expert council, and delphi method with a total of 10 professional group was operated to draw up a final plan for job model for high school career teachers by the introduction of the high school credit system. The results were as follows. First, as the head of the department related to career education in high school, the duty of a high school career teacher shall be defined to oversee the planning, operation and management of school career education. Second, there are 4 duties and 12 tasks consisting high school career teacher job model. Third, the 12 tasks performed by high school career teachers are divided into 7 subjective tasks and five cooperative tasks. The implications of this study are as follows: First, when assigning career teachers by type of school, it is needed to consider the number of students Second, it is necessary to develop the training program related to the high school credit system for making teachers doing professional. Third, it is required to share the contents of career-related academic design and counseling guidance by discovering outstanding cases of the high school credit system. Fourth, it should be conducted to have a research on an analysis of education needs based on the tasks of high school career teachers derived from this study.

직업기초능력과 국민공통 기본교육과정의 연계 실태 분석

정철영(Chyul Young Jyung),서우석(Woo Seok Seo),나승일(Seung Il Na),송병국(Byeong Kug Song),이종성(Jong Sung Lee) 한국직업교육학회 1999 職業 敎育 硏究 Vol.18 No.1

The objective of this study was to analyze the linkage between key competencies and national core curriculum. To achieve the objective, content analysis and survey were conducted. That is, the contents of the 7th national core curriculum were analyzed and the opinions of the curriculum developers were surveyed in order to assess how much of the scope of key competencies and subelements are reflected to the national core curriculum. The results of content analysis were as followings : The Korean Language Course was handling communications skills(linguistic/non linguistic), problem solving, self-management and development, interpersonal relationship, while the Ethics Course was handling self-management/development, interpersonal relationship, problem solving. The Society Course dealt with problem solving, self-management/development, mathematical skills(graphs), information, interpersonal relationship, organizational understanding. In addition, in the Mathematics Course, mathematical skills, problem solving skills were handled, and in the Science Course, problem solving, mathematical skills(graphs), technology, information, in the Practical Course(Technology?Home) self-management/development, information, technology, resources, problem solving, mathematical skills(graphs), interpersonal relationship. And self-management/development, problem solving, communications skills(linguistic/non linguistic) were contained in the Physical Training Course, and problem solving skills, technological skills, self-management/development skills, communications skills(linguistic/non linguistic), interpersonal relationship skills were included in the Music Course, problem solving, communications (linguistic/non linguistic), resources recycling, mathematical skills(graphs), technological skills were handled in the Art Course. Lastly in the English Language Course, communications and interpersonal relationship skills were handled. The survey on the curriculum developers about the relations between key competencies and national core curriculum found that the experts believed that school curriculum should include courses to train key competencies and this should be taken into consideration when future textbooks are developed.

초·중등학교에서의 직업기초능력 강화 방안

정철영(Chyul Young Jyung),서우석(Woo Seok Seo),나승일(Seung Il Na),송병국(Byeong Kug Song),강경종(Kyeong Jong Kang) 한국직업교육학회 2000 職業 敎育 硏究 Vol.19 No.2

The purpose of this study was to suggest the strengthening strategies of key competencies needed for the workforce. Concretely, this study was intended to suggest to strategies for educating key competencies and for supporting the education of key competencies in the elementary and secondary education. For accomplishing these objectives, literature review, analysis of the cases in the developed countries, and expert committee were used. The results of this study were as follows: First, we proposed the educational objectives, contents, methods of instruction and learning, and evaluation methods for educating key competencies in each area of competencies. Also, we investigated the relationship between key competencies and national core curriculum in order to suggest possible strategies for the infusion of key competencies into the national core curriculum. Second, we proposed the strategies through the establishment of new subject, `Human and Vacation for educating key competencies. Specifically, we suggested educational objectives, contents, plan of instruction-learning, and plan of evaluation of this subject. Third, for supporting the education of key competencies, this study proposed the following strategies; the reinforcement of teacher education arid in-service training, the development and diffusion of curriculum and educational materials,, the improvement of legal and institutional systems, the change of social consciousness on vocational education, and the assistance of research and development. Based upon the results of this study, some recommendations for policy execution and further research were suggested.

실업계 고등학교 교육체제 개편에 따른 교원 인력구조의 개선 방안

정철영(Chyul Young Jyung),김재식(Jai Sik Kim),서우석(Woo Seok Seo),나승일(Seung Il Na),박동열(Dong Yeol Park),최동선(Dong Son Choi) 한국직업교육학회 2000 職業 敎育 硏究 Vol.19 No.1

The objectives of this study was to analyze the problems of teacher manpower structure and to suggest countermeasures against teacher problems due to restructuring the educational system of vocational high schools. Various research methods were used for accomplishing this study. Extensive literature and statistical data were collected and reviewed. A panel of expert committee was held several times in order to discuss and search the directions of reconstructing manpower structure of vocational high school teachers. The panel consisted of members in the Ministry of Education and the Offices of Education, vocational high school teachers, professors, and researchers. Survey with the questionnaires were conducted, which subjects were members in the Offices of Education, the principals and teachers in the vocational high schools. The results of this study indicated that the alternatives through the reducing the student number a class, the in-service training, the generating of the new demands, the flexible managing of curriculum, and the interchange of personnel should be considered for the surplus teachers. However, when these alternatives are considered, it is essential to reflect independency, flexibility, the improvement of the vocational education s conditions into positively coping with the problems of the surplus teachers. Based upon the results of this study, the researchers make some recommendations for policy execution and further research.

실업계 고등학교 여건 변화에 따른 실업교사 관리체제의 개선 방안

정철영(Chyul Young Jyung),김재식(Jai Sik Kim),서우석(Woo Seok Seo),나승일(Seung Il Na),박동열(Dong Weol Park),최동선(Dong Son Choi) 한국직업교육학회 2000 職業 敎育 硏究 Vol.19 No.2

The objectives of this study was to suggest countermeasures against problems of teacher management systems due to the conditional changes in vocational high schools. Various research methods were used in order to accomplish this study. Extensive literature, statistical data, and related legal regulations were collated and reviewed. A panel of expert committee, which consisted of officials in the Ministry of Education and the Provincial Offices of Education, vocational high school teachers, professors, and researchers, was held several times in order to discuss and search the future directions of management systems of vocational high school teachers. Survey with the questionnaires were conducted, which subjects were members in the 16 Provincial Offices of Education, the principals, and teachers in the vocational high schools. The results of this study indicated that the countermeasures, which make the current teacher management systems flexible and actual, should be developed for coping with the challenges in vocational high schools and for improving the management systems. In addition, based upon that countermeasures against teacher problems are sensitive issues, it is essential for enough discussions, examinations, and social agreements on the policy measures as the management system. Based upon the results of this study, the researchers make some recommendations for policy execution and further research.

각국의 고등학교 단계 직업교육의 비교 분석 및 우리나라에 주는 시사점

정철영(Chyul Young Jyung),이용환(Yong Hwan Lee),김재식(Jai Sik Kim),나승일(Seung Il Na),서우석(Woo Seok Seo) 한국직업교육학회 2000 職業 敎育 硏究 Vol.19 No.2

The objectives of this study were to compare and analyze levels and educational environments of vocational education at high school levels in several countries, and to derive its implications from them: USA, United Kingdom, Japan, Taiwan, Singapore, and South Korea. For systematic analysis, items of investigation were to divided five domains: policy, educational system, students, teachers, and curriculum. To achieve these objectives, this study was carried out through the review of literature, consultation with experts at home and abroad, and trip to relevant country for data collections. The major findings of this study were as follows: (1) Vocational education policies of target countries have been propelled to strengthen key competencies, to enlarge student`s autonomy, and to achieve educational excellent in Knowledge-base or Information Society. (2) Vocational educational systems of them have been reformed to integrate middle schools and high schools, to teach basic and core contents in high school levels, and to induce entrance to higher education institutes. (3) In side of students of vocational high schools, male students are more than female; students in public schools are ranch more than those in private schools, the application ratio to vocational high schools becomes low gradually, selection of new pupils depends on achievement in middle schools or primary schools, and dropout rate is increasing in the countries excluding USA. (4) In side of teachers of vocational high schools, the number of students/teachers is decreasing gradually, many teachers possess certificate above degree of bachelor, qualification process of vocational teachers is more difficult than general teacher, and, in-service training is provided variously in terms, institutes, purpose, etc. (5) National vocational curriculum is developed by central government, but local governments or unit schools operate it variously depending on local conditions. Also, selective subjects are much more than essential ones, and articulation between vocational education and qualification systems and integration of general education and vocational education is propelled actively.

전문대학에서의 직업기초능력 개발을 위한 교육방안 - 우송공업대학을 중심으로 -

정철영 ( Chyul-young Jyung ),나승일 ( Seung-il Na ),김종우 ( Jong-woo Kim ),정상직 ( Sang-jig Jung ),허영준 ( Young-jun Heo ) 한국고등직업교육학회 2002 한국고등직업교육학회논문집 Vol.3 No.4

The purpose of this study was to suggest the education plan of key competencies development needed for college students. For accomplishing it, this study conducted various research methods. Extensive literature was collected and reviewed. A panel of expert committee was held in order to discuss and search the education plan which were made by researchers. Concretely, this study was intended to suggest the strategies for educating key competencies and for supporting the education of key competencies in college education. The results of this study were as follows: 1) we proposed the educational objectives, contents, methods of instruction and learning, and evaluation methods for educating key competencies in each area of competencies. Also, The results of this study indicated that the various approaches should be necessary for developing key competencies, including classroom instruction, cooperative education, internship, extracurricular activities, and so on. 2) this study suggested that various support from government, college, community, and related institutions is needed for development of college students' key competencies.

부모 진로지지 관련 변인과 청소년 진로선택 및 발달 변인에 관한 메타분석

정철영(Chyul-young Jyung),이영광(Yeong-gwang Lee) 한국진로교육학회 2020 진로교육연구 Vol.33 No.4

이 연구의 목적은 부모 진로지지 관련 변인과 청소년 진로선택 및 발달 변인 간 상관계수의 평균 효과크기를 밝히고 학교급에 따른 평균 효과크기의 차이를 밝히는데 있다. 연구 목적을 달성하기 위해 PRISMA flow chart에 따라 문헌을 수집하였고 최종 45편(학술지 논문 16편, 학위논문 29편)을 선정하여 분석에 활용하였다. 연구 결과 도출을 위해 R 프로그램의 메타분석 패키지 ‘meta’, ‘metafor’를 이용하여 동질성 검정, 출간 편향 검정, 효과크기 분석을 하였고 효과크기는 높은 효과크기, 중간 효과크기, 낮은 효과크기로 구분(Cohen, 1988)하였다. 연구결과 첫째, 부모 진로지지와 진로결정자기효능감 간 관계는 유의미한 정적 평균 효과크기를 보였고 대화적 지지, 정서적 지지, 정보적 지지, 경험적 지지 순으로 유의미한 정적 평균 효과크기를 보였다. 둘째, 진로 관련 부모지지는 진로인식, 진로결정자기효능감, 진로준비행동, 진로(태도)성숙, 진로포부 순으로 유의미한 정적 평균 효과크기를 보였다. 셋째, 진로 관련 부모지지와 진로(태도)성숙 간 평균 효과크기는 학교급에 따라 차이가 있는 것으로 나타났고 초등학교, 중학교, 고등학교 또는, 초등학교, 고등학교, 중학교 순으로 유의미한 정적 평균 효과크기를 보였다. 마지막으로, 연구의 결론 및 제언을 제시하였다. The purpose of this study was to reveal the average effect size of the correlation coefficient between the variables related to parents’ career support and the career choice and development variables for adolescents, and to reveal the difference in the average effect size according to the school level. To achieve the purpose of the study, literature was collected based on the PRISMA flow chart, and finally 45 articles (16 journal papers, 29 dissertations) were selected for analysis. In order to derive the research results, homogeneity test, publication bias test, and effect size analysis were performed using meta-analysis packages ‘meta’ and ‘metafor’ of the R program. The effect size was classified into high effect size, medium effect size, and low effect size by applying the criteria of Cohen(1988). As a result of the study, first, the relationship between parents’ career support and career decision-making self-efficacy showed a significant static average effect size, followed by conversational support, emotional support, informational support, and empirical support. Second, career-related parents’ support showed significant positive average effect sizes in the order of career awareness, career decision-making self-efficacy, career preparation behavior, career (attitude) maturity, and career aspiration. Third, the average effect size between career-related parents’ support and career (attitude) maturity was found to be different according to the school level, and there were significant static average effect sizes in the order of elementary school, middle school, and high school or elementary school, high school, and middle school. Finally, the conclusion of this study, follow-up studies, and practical suggestions were presented.

실업계 고등학교에서의 인적자원개발을 위한 직업교육의 방향

정철영(Chyul Young Jyung) 한국직업교육학회 2001 職業 敎育 硏究 Vol.20 No.1

Until and after the name of Ministry in charge of education changed from Ministry of Education to Ministry of Education and Human Resources Development, much emphasis has been placed on the human resource development at national level, but not at local or school level. Because vocational education is the important part of human resource development, this study was conducted in order to suggest the directions of vocational education for developing human resources efficiently in vocational high schools. The vocational education for human resource development in vocational high schools must be accompanied with the performance improvement which can promote competitive power and efficiency in vocational high schools. For this, the following directions were suggested: First, the purpose of human resource development in vocational high schools, which may be employment or entrance into higher education, must be established. Second, how many vocational high schools, which majors and how many students of each major of the schools are appropriate for the needs of society should be investigated. Third, the plans for selecting excellent human resources must be drawn up and the support for selection must be actively offered from the related institutions. Fourth, effective curriculum and educational methods should be developed and applied for the human resource development in vocational high schools. Fifth, excellent vocational teachers and sufficient facilities must be prepared for implementing curriculum and teaching methods appropriately. Sixth, the devices for utilizing developed human resources efficiently through vocational education must be drawn up.

우리나라 국가 진로교육 정책 동향

정철영(Chyul young Jyung),이영광(Yeong gwang Lee),이승엽(Seung yeop Lee),김동주(Dong joo Kim),김기민(Gi min Kim),이진규(Jin gyu Yi),김도현(Do hyun Kim) 한국진로교육학회 2022 진로교육연구 Vol.35 No.1

이 연구의 목적은 우리나라 국가 진로교육 정책 동향을 분석하는데 있다. 연구 목적을 달성하기 위해 Elo & Kyngas(2007)이 제안한 질적 내용분석 단계(준비 단계-조직화 단계-보고 단계)에 따라 연구를 수행하였다. 연구 결과, 진로교육은 1982년을 시작으로 진로교육 도입기, 성장기, 발전기, 성숙기의 네 단계로 발전하였다. 진로활동으로서 진로교육과정 및 진로수업관련 정책은 진로교육 발전단계가 진행됨에 따라 점차 확대 및 활성화되었고 진로상담 및 진로심리검사는 확대, 다양화 및 개별화되었으며 진로체험은 확대 및 사회변화를 반영하여 고도화되었다. 진로교육 인프라 관련 정책 중 진로교육 정보 및 자료는 진로교육 발전단계에 따라 지속적으로 개발 및 보급되었고 진로정보망은 다양화 및 연계, 기술 변화를 반영하여 고도화되었으며 진로교육 공간은 양적 · 질적으로 확대되었다. 또한, 진로교육 거버넌스와 진로교육 문화 및 기타 제도는 진로교육 발전단계마다 지속적으로 강조되었다. 정책 내 진로교육 대상 관련하여 진로전담교사는 진로교육 발전단계가 진행됨에 따라 양적으로 확충되었고 질적으로 강화되었으며 관리자 및 일반교원의 진로교육 전문성 강화는 지속적으로 강조되었다. 예비교원의 진로교육 전문성 함양은 진로교육 발달 단계가 진행됨에 따라 지속적으로 확대되었다. 그 외, 진로교육 전문인력을 위한 정책, 학부모 대상 진로교육 정책이 마련되었으며 진로교육 발전단계가 진행됨에 따라 정책 내 진로교육 수요자가 세분화 및 확대되었다. 우리나라 국가 진로교육 정책 동향 분석 결과를 바탕으로 전반적 시사점과 영역별 시사점을 제시하였고 향후 연구를 위한 제언을 제시하였다. The purpose of this study is to analyze the national career education policy trends in Korea. In order to achieve the research purpose, the study was conducted according to the qualitative content analysis stage (Preparation-Organization-Report) proposed by Elo & Kyngas(2007). As a result of the study, career education has began in 1982 and developed into four stages: Career education introduction, Growth, Development, and Maturity. First, in terms of career activities, as the development stage of career education progresses, the policies related in career curriculum and career class have gradually expanded and activated. And policies related in career counseling and career psychological test have expanded, diversified, and individualized. Reflecting social changes, career experience has advanced and expanded. Second, in terms of career Infrastructure, the policies of the information and data of career education have continuously developed and distributed according to the development stage of career education. As technology changes, the policies about career information network has advanced and diversified and the space for career education has expanded quantitatively and qualitatively. In addition, the policies of the governance and culture of career education and other policies of career education have continuously emphasized at each development stage of career education. Third, Regarding the subject of career education, as the development stage of career education progresses, the policies of career teacher have expanded in quantity and strengthened in quality, and Reinforcement of career education expertise of administrators and general teachers has been constantly emphasized and the development of career education expertise of pre-service teacher has continued to expand. In addition, policies for career education professionals and career education policies for parents have been set. The learners for career education within the policy have subdivided and expanded according to the development stage of career education. Based on the analysis results, Implications, conclusions, suggestions of this study were presented.