실업교육연구에 있어서 질적연구방법의 적용 가능성

강대구 韓國實科敎育硏究學會 1999 實科敎育硏究 Vol.5 No.2

The objective of the study was to apply the qualitative research methods to vocational education research, and to review the applicability in vocational education field. For this objectives, review the literature about qualitative research method, and some research paper followed by qualitative research methods were reviewed. And some vocational education research field as the vacational curriculum development, teaching and learning process, and instructional media development/application, students subculture in vocational high school and web material development and transfer study in Web Based Education and Training fields by qualitative methods were proposed.

順川大 師範系 學科의 敎科課程 改正에 관한 硏究

姜大求 순천대학교 1992 大學發展硏究論文集 Vol.1 No.-

The objectives of this study were to offer the curriculum revision plan based on Competency Based Teacher Education concepts(briefly CBTE) for teacher education department sin Sunchon National University. For this objectives, curriculum analysis in some teacher education departments of other university or colleges, consultation by experts, and survey methods for competency identification of teacher certificates as a korean teacher, english teacher, social studies teacher., home economic teacher, mathematics teacher, general agriculture teacher, horticulture teacher, husbandry teacher, agricultural machinery teacher, agricultural product processing teacher were adopted. Through the study, competency of each teacher certificates were found, and core curriculum model composed in general subjects (14-20%), educational basic subjects (10-16%), subject- related education course (14-16%), subject contents (46-53%), electives and minor subjects (0-8.7%), teaching internship (1.3%) were offered for pre-service teacher training in Sunchon National University.

農業系 中等學校 敎員 敎育의 課題와 展望

姜大求 順天大學校 師範大學 附屬 科學敎育硏究所 1994 科學과 敎育 Vol.2 No.-

The objective of the study was to diagnose the tasks and prospects in secondary agricultural teacher education, and recommend the agricultural teacher education strategies for 21st century. Through the literature review, agricultural teacher education system was analyzed of teacher policy, pre-service training, adoption and in-service training. Based on this analysis, tasks for agricultural teacher education were investigated and offered some recommendation for good agricultural teacher education.

대학 환경교육과 교육과정 개발 연구

姜大求 順天大學校 師範大學 附屬 科學敎育硏究所 1996 科學과 敎育 Vol.4 No.-

The objective of the study was to build the curriculum model for environment subject teacher, and to make the application strategies for curriculum development. For the study, curriculum and the subjects related information of some colleges and universities were gathered and analyzed at point of subjects name, credit number, subject category(optional or compulsory). The curriculum model base for environmental teacher education is built on the fundmental subject area of teacher certificate, environmental control technician/engineer certificate area, and job competency of teacher, and reviewing the theoretical structure of environment science and curriculum structure of Sunchon National University, curriculum model is built. Concrete curriculum is composed of the general courses, major courses, and general option courses, and subject substitute approval of major subjects is regulated at some subjects, and some recomendations about this curriculum are offered.

학교장의 직무역량별 교육 요구 분석

강대구,이병환 한국국제문화교류학회 2022 문화교류와 다문화교육 Vol.11 No.6

In school situation, Principal is main person for school operation. So principal’s job competency is very important for best performing school. Through the literature reviews, many competency was found and made to questionnaire for needs assessment. The objectives of the study was to find the educational needs for principal competency and to find the needs difference along with principals’ traits as gender, age group, job career, supervisor experience, school level, school category as private school or public school. The results was as follows; First, the competency needs for principal was school culture improvement centered on student autonomy, committee or self-sustaining organization activation in school, making the fair performance evaluation and reward system, parents involvement enlargement through various school program, school activities open and promotion, school budget involvement by school community and the impartial enforcement, frequent situation review and feedback for attaining the goal, obeying the principal ethics and law. Second, the educational needs for school principal had in woman, under 53age group and 54 and 55age group, under 29years career group and over 34years career group, public school principal group, primary school member and county administration office member group. But supervisor experience group had no difference. 이 연구는 학교장의 직무역량을 구분하고 각 역량에 따른 교육 요구 분석을 목적으로수행되었다. 이 연구의 목적을 달성하기 위하여 학교장 자격연수 수료생을 대상으로 성별, 연령별, 교직 경력별, 소속기관 유형별, 소속기관별, 교육연수원 참여과정별 차이를분석하였다. 조사대상자는 2019년 12월 4일부터 2019년 12월 30일까지 한국교원대학교 종합교육연수원에서 학교장 자격연수를 받은 수료자 중에서 온라인 설문조사에 응답한 465명이다. 이 조사 결과에 따르면 교육 요구가 있는 역량은 학생자치 중심의 학교생활문화 개선, 학교 교육을 지원하는 각종위원회 및 자생단체 활성화, 공정한 근무평가 및보상체계 마련, 다양한 학부모 프로그램 운영으로 학부모 참여 확대, 학교교육활동의 대외적인 공개와 홍보, 교육공동체의 학교예산수립 참여 및 투명한 집행, 목표 도달을 위한수시 상황 파악 및 환류, 교육지도자로서 윤리 강령 및 관련 법규 준수의 영역이었다. 교장의 특성별로는 여성교장이, 53세이하 집단과 54-55세 집단이, 교육경력 29년이하 집단과 34년이상 집단이, 국공립학교 교장이, 초등학교와 교육행정기관 소속자가 교장역량에 대한 교육 요구가 있었고, 교육전문직 경험은 유의차가 없었다. 이와 같은 연구결과는 학교장의 특성별 역량제고 연수프로그램이 성별, 연령별, 학교설립주체별로 차별화되어야 함을 말해주고 있다.

農業 學習 資料에 있어서 學習 目標및 成就 强化 刺戟의 學習效果

姜大求 順天大學校 師範大學 附屬 科學敎育硏究所 1993 科學과 敎育 Vol.1 No.-

This study was followed for investigating the effects of learning objectives and achievement reinforcements in agricultural instructional materials. For these objectives, experimental method having the 3×2×3 factorial design was adopted. In the experimental design, learning objective had 3 treatment levels, achievement reinforcement had 2 levels, and reading difficulty level had 3 levels. Learning achievement scale for the dependent variables was composed of recognition test and free recall test about experiment materials. Recognition test and free recall test items were composed of 9 items, respectively. Both the learning objectives in agricultural instructional materials and achievement reinforcement were not significantly different on recognition tests as a main effect. Interaction effects between learning objectives and achievement reinforcement in free recall test were significantly different. Reading difficulty level was significantly different as a covariate in 2 way analysis of covariance. Through the study, the objectives and achievement reinforcement strategies should be used for deeply processed agricultural skill. And agricultural learning materials should be composed easily in reading.

농업교사의 자격과 경력별 교육요구

강대구 한국열린교육학회 2020 열린교육연구 Vol.28 No.1

The purpose of the study were to find the educational needs along with agricultural teacher certificates and careers, and to recommend the professional development strategies for agricultural teachers. First, relevant literature was reviewed. Next, the stratified sampling method based on the region, school type, and teacher certificate was employed to collect data using a questionnaire package with 43 items developed based on the literature review. The questionnaire were initially sent to the 500 agricultural teachers and finally, 441 respondents were used as a final data set. Data analysis were the independent t-test, F-test, percentile, Borich’s MWDS(the mean weighted discrepancy score), and Locus for Focus method was performed to find high critical needs of the agricultural teacher. Findings of the t-test revealed that all the items were significant, and all the items have the needs in Borich’s MWDS. High critical needs were found to be school curriculum development, management and evaluation, instructional planning, teaching, instructional evaluation, instructional management, instructional media development, selection, using and evaluation, guidance in and out of school, counseling and advice for student problems, job competency development planning and instruction for students, job placement guidance along with students major, career guidance planning, advice, and evaluation for students, skill competency measurement, evaluation and improvement planning for students, securing the suitable applicants for school goals, students experiment and practice planning, teaching, managing and evaluating, securing, using and managing lab facilities and equipment, making and managing cooperative relationships between school and related industries for students employment, developing professional roles for agricultural teachers, developing major knowledge and skills using the Locus for Focus method. 7 items were the same in teacher certificate groups, 13 items in career groups. The certificate differences were between animal science resource teachers and the other certificates. It showed the differences along with career groups. So some recommendations will be offered for future teacher development and research. 이 연구는 농업교사의 자격과 경력별 교육요구를 분석하여 교원능력개발방안을 제안함에 목적이 있다. 이를 위하여 전국의 농업교사들을 대상으로 3단계 층화표집방법으로 각 자격별 100명씩 500명을 표집하여 2015년 11월부터 2016년 1월에 걸쳐 우편조사를 실시하였다. 자료정리과정을 통하여 441명의 응답 자료를 빈도, 평균, F검증, t검증, Borich의 교육요구도, Locus for Focus방법으로 분석하였다. 분석결과 농업교사들에게 시급한 요구는 학교교육과정편성/운영/평가, 수업계획수립, 수업지도, 수업평가, 수업관리, 수업매체의 개발/선택/활용/평가, 교내외 생활지도, 학생문제에 대한 상담과 조언, 학생의 직업능력개발계획과 지도, 학생들의 관련분야 취업지도, 학생들의 진로지도계획 수립/지도/평가, 학생들의 실기능력진단과 평가, 개선 계획 수립 운영, 교육목적에 부합한 신입생의 확보, 학생 실험실습계획 수립/지도/운영/평가, 학생실험실습 시설/기구 확보/운영/관리, 학생취업분야 산업체와 협력관계 조성과 관리, 농업교사로서의 전문적 역할 개발, 전공분야 지식과 기술 습득 노력 영역을 포함한 18개 항목이었고, 자격별로는 7개 항목, 경력별로는 13개 항목이 일치하였다. 자격별 차이는 대부분 동물자원교사와 다른 교사들 간의 차이였고, 경력별로는 항목별로 차이가 있었다. 연구 결과를 기초로 농업교사의 능력개발방안과 개선 방안을 제언하였다.

귀농동기에 따른 귀농정착과정

강대구 한국농업교육학회 2007 농업교육과 인적자원개발 Vol.39 No.1

이 연구는 귀농자들의 귀농동기에 따른 농업교육배경을 비교하고, 귀농동기에 따른 귀농초기 농업특성과 현재의 농업 특성을 비교하며, 귀농동기에 따른 미래의 농업 계획과 농촌거주의사를 파악하여 귀농동기별 지원방안을 제언하기 위하여 수행되었다. 조사대상자는 2005년 10월 말 현재 귀농가구를 시군별 10명을 추천받아 귀농 경력별로 3년 이내, 3-5년, 6년 이상으로 구분하여 그 중에서 경력기간과 권역별(서울/경기/강원권, 충청권, 전라권, 경상권)로 2단계로 층화하여 40명씩 총 480명을 유충 표 집하여 조사요원이 방문하여 면접 조사하였으며, 주소불명이나 연락 불통, 조사 거부로 조사를 못한 경우를 제외한 395명이 응답되었고, 자료 정리과정을 통하여 375명이 최종 분석에 사용되었다. 분석 방법은 빈도와 교차표 분석, x2검증과 일원변량분석(ANOVA)을 사용하였고, 사후검증을 하였으며 유의 수준은 5%로 하였다. 이 연구를 통하여 밝혀진 결과는 다음과 같다. 첫째, 첫째, 귀농자들의 귀농 동기는 농촌생활선호집단, 이상추구집단, 사업실패집단, 도시생활문제집단, 퇴직집단, 영농승계집단, 건강문제집단, 기타 집단의 순으로 긍정적 귀농 집단은 38%, 부정적 집단은 28%였으며, 건강이나 퇴직으로 귀농하는 집단은 26%, 영농승계 집단은 10%정도였다. 둘째, 귀농동기별로 농업교육배경에 차이가 있었으며, 영농승계집단이 농업관련교육이나 농업관련사회경험, 농사경험, 부모님의 영농종사비율이 높았으나 이상추구집단은 부모님의 농업종사비율도 낮고, 농사경험 비율도 가장 낮아 농사에 대한 적응 비율이 낮은 실정이었다. 셋째, 초기 투자액은 영농승계집단이 전체적으로 낮고, 대출비율이나 자기자본비율이 낮았으나 퇴직집단, 건강문제집단, 이상추구집단의 순으로 투자액수가 많았고, 건강문제집단은 주택투자가, 이상추구 집단은 기타투자가 많았고 자기자본비율이 높고, 대출비율이 낮았다. 넷째, 영농능력은 귀농동기에 따라 차이가 있었고 초기에는 재배(사육)기술, 농업경영능력, 농산물판매와 구매능력, 경영분석과 진단능력, 농업정보수집과 활용능력등에서 영농승계집단의 능력이 우수하나 현재는 농업경영능력에서만 차이가 있으므로 실제농사경험이 영농능력을 개선하였음을 말한다. 여섯째, 미래의 농업계획과 농촌거주의사는 귀농동기에 따라 유의차가 있었다. 사업실패집단과 농촌 생활선호 집단은 농업확대, 그 외의 집단은 농업 유지가 다수였다. 도시생활곤란집단, 사업실패집단, 건강문제집단, 기타집단은 농촌에 계속 살겠다는 비율이 평균보다 낮음으로 부정적인 생각으로 귀농한 집단이 부적응하여 탈농한 가능성이 있음을 말한다. The objectives of this research were to find the agricultural background of return farmer, to find the beginning farming characteristics and the current farming characteristics, to find the future farming views and rural residency will in views of return motives, and to recommend the support implication for return farmers. For the purpose, I reviewed related literature and surveyed return farmers. The sample of survey was selected by 2 stage stratified sampling method in return farmers pool made of Ministry of Agriculture and Forestry at Oct. 2005. Questionnaire developed by researcher were used for gathering data. Through data screening process, 375 questionnaire was analyzed by frequency, chi-square, ANOVA, and Scheffe's test at .05 significance level. Through the research, motives of return farmers were composed of rural life liker(20.0%), harmony of life(18.7%), business failure(14.9%), difficulty of city life(13.1), retirement(12.5%), farm successor(9.6), health recovery(5.9%), others(4.0%). And farm successor has more agricultural instruction, more farming experience by himself/herself, and more farmer father than others. Return farmers for rural life liker, retirement, harmony of life had invested much more than other groups, and composition ratio of fund were different along with their reture motive In early stage, first farming type, first investment fund compositions, and some farming ability were different along with their motive type. During adaptation process, their plant type was changed once or more, and gained family and neighbor's supports, and changed at their farming skill level and very difficult problem types in their business as time goes by their motive type. Based on this results, some policy implication is recommend.

산업인력 양성을 위한 농업계 고등학교 직업교육의 방향

강대구 한국농·산업교육학회 2002 농업교육과 인적자원개발 Vol.34 No.2

Recently, agricultural high schools are suffering for changing toward more effective education system and strategies. But it is very difficult to know the best way for growing agricultural manpower. In secondary level, it has been many changes in agricultural high schools as name change, newcomer deficit, and curriculum policy experiment, et al. It makes school to change its originality at many sides, but anyone don't know its effective.So this study will be focus to review and propose the vocational education at agricultural high school. For the research, many articles or papers was reviewed in focus of context, input, process, and products of agricultural high school education.Based on the reviews and recent society change, some recommendations will be added.

농업인력 구조변화에 따른 정예농업인력 육성방안 연구

강대구,이종상,정철영,이성식 한국농·산업교육학회 2005 농업교육과 인적자원개발 Vol.37 No.1

Recently, Korea agriculture faces many difficulties. Especially agricultural workforce declines rapidly because many people leave rural communities and most students avoid choosing agricultural vocations. So, the purpose of this study was to provide strategies to upbring agricultural workforce through analysing policy of agriculture and educational systems and situations. To increase agricultural competitive power, one of most indispensable things is developing advanced agricultural workforce. For this, we reviewed domestic literatures and policy of agricultural workforce of foreign countries. As the result, we divided development step of new agricultural workforce into seven steps according to specific characters. Then we presented practical strategies for farmers in each seven steps.