젠더 리더십 수준에 따른 초등학교 여교장의 변혁적 리더십 연구

안세근,권동택 한국교원교육학회 2006 한국교원교육연구 Vol.23 No.1

이 연구는 리더십에 대한 기본 이해를 통하여, 초등학교 여교장의 젠더 리더십 수준에 따른 변혁적 리더십의 차이를 분석하고, 현실적으로 높은 비중을 차지하고 있는 여교원의 비율에 비해 상대적으로 낮은 전문직 및 관리직 여성 리더의 교육리더십 연구를 위한 기초 자료를 얻는데 연구의 목적이 있다. 43명의 초등학교 여교장을 대상으로 수집된 젠더 리더십과 변혁적 리더십 측정 자료를 중심으로 통계분석을 통하여 알아본 결과, 초등학교 여교장의 젠더 리더십과 변혁적 리더십은 교직경력과 최종학력에서 통계적으로 유의미한 차이가 있었으며, 초등학교 여교장의 변혁적 리더십은 젠더 리더십 수준에 따라 유의미한 차이가 있는 것으로 나타났다. 이러한 연구결과는 초등학교 여교장의 젠더 리더십 및 변혁적 리더십 역량 함양과 교육리더십 기초 연구를 위한 자료를 제공할 수 있을 것이다.

The Korean War Represented in History Textbooks Used in South Korea, the United States, Japan, and China

안세근,김복영 한국비교교육학회 2008 比較敎育硏究 Vol.18 No.2

This study examined how history textbooks from United States, Japan, China, and South Korea present the Korean War. The comparative analysis focused on four areas: the causes of the Korean War, American involvement in the war, Chinese involvement in the war, and result of the war. The results show that each country's textbooks describe its past with nationalist ideologies and patriotic sentiments. History is always mentioned from the perspective of the victor and national history is always taught to keep the citizenry docile and domesticated. History textbooks reviewed in this study are no exception. Analysis of the central story lines revealed that there exists some consistent statements about certain events in the Korean War, but inconsistencies and conflicting views seem to dominate the history textbooks in these countries. For instance, while Chinese history textbooks argue that South Korea and the U.S. invaded North Korea, the U.S., Japanese and South Korean history textbooks vice versa. Although Chinese history textbooks assert that China and North Korea won the war, the other three countries note that the Korean War ended by concluding the cease fire agreement between the two parties. Comparing history textbooks from different nations creates a perfect opportunity for students to see the complexity and controversy of history interpretation through critical thinking.

학교장의 리더십과 교사문화와의 관계에서 교육목표 공유 및 실천의 매개효과

안세근,권동택,김현욱 학습자중심교과교육학회 2010 학습자중심교과교육연구 Vol.10 No.2

본 연구는 한국교육종단연구 데이터를 활용하여, 학교장의 리더십과 교사문화와의 관계에서 교육목표 공유 및 실천의 매개효과를 분석하는 데 목적이 있다. 수집된 자료를 바탕으로 학교장의 리더십, 교사문화, 교육목표 요인 간의 관계를 파악하기 위해서 AMOS 프로그램을 이용한 구조방정식모형 분석을 실시하였다. 분석 결과, 학교장의 리더십이 교사문화와 교육목표 요인에 유의미한 영향을 미치는 것으로 나타났으며, 교육목표의 매개효과 또한 유의미한 것으로 나타났다. 모형의 적합도는 이 440.73(p<.01), TLI .944, RMSEA .099, CFI .966, RMR .024으로 보고되었고, Sobel 검증방식에 의한 매개효과 검증치는 13.783(p<.05)로 나타나 유의미한 것으로 확인되었다. 학교장이 교육목표를 인식시키고 공유하고자 노력하는 것이 결국 협력적, 참여적인 교사문화로 이어질 수 있음을 확인하였다. 본 연구에서 설정한 매개변인뿐만이 아니라, 좀 더 다양한 요소에 대한 후속연구가 이루어진다면 긍정적인 교사문화를 형성하는데 기여할 수 있을 것이다. The purpose of this study was to analysis about the mediative effect of educational goal between principal's leadership and teacher's culture by using Longitudinal Study of Korean Education data. Base on the selected data, Structural Equation Modeling was used to examine the relationship between educational goal factor, principal's leadership factor, teacher's culture factor. The main results of the research were as follow : First, the principal's leadership was main effect on the teacher's culture. The principal's leadership was more influential variable than educational goal factor. Second, the mediative effect of educational goal was significant. Third, the model fit, 440.73(p<.01), TLI .944, RMSEA .099, CFI .966, RMR .024 was relatively satisfied with the standard using structural equation model. As Sobel verificational methods, the mediative effect verification, 13.783(p<.05) was significant. As based on this results, succeeding study can be more helpful with elaborate factor about teacher's culture.

An Analysis of the Observing Methods for Classroom: Pilot Application of CLASS

안세근,김현욱 한국비교교육학회 2018 比較敎育硏究 Vol.28 No.2

This study introduces the Classroom Assessment Scoring System (CLASS) and explores the characteristics of CLASS for observing classroom. The CLASS is a standardized observation instrument that was largely developed for use in the USA. The CLASS attempts to provide a conceptual framework for categorizing classroom interactions and consists of three broad domains of quality (emotional supports, classroom organization, instructional supports). We simulated this method to the elementary school classes. The professional-teacher makes the best use of student’s initiation behaviors, and the novice teacher focused on the leading the contents of subject. The novice teacher tyr to make more positive climate and to present more frequent feedback to students than professional teacher’s classroom. The professional teacher would like to reveal the student’s opinions, questions and subtle emotional state. The CLASS can be used to collect data on a wide range of specific aspects of the teaching and learning process at any given time.

수습교사제도 도입에 관한 탐색적 고찰

안세근 한국교육행정학회 1996 敎育行政學硏究 Vol.14 No.2

초등학급에서 학생의 저항행동에 대한 구성개념 분석

안세근,김현욱 한국교원대학교 교육연구원 2022 敎員敎育 Vol.38 No.2

Purpose: The purpose of this study was to analyze Resistance Behavior as conceptualized by elementaryschool students. Methods: To achieve this purpose, the characteristics of the Resistance Behavior recognized or practicedby elementary school students were analyzed using the Repertory Grid technique, which is a representativeresearch method of Personal Construct Psychology. Results: Elementary school students categorized their constructs of Resistance Behaviors such as‘Frequency of behavior’, ‘Whether it interferes with surrounding people’s activities or not’, ‘Activestudent or Passive student’, ‘Whether it affects class learning or not’, ‘Male student or Female student’,‘Whether the teacher controls it or not’, ‘Whether it hurts the others or not’, ‘In- or Out-of-class’,‘To get attention or To get out of class’. Conclusion: As a result of analyzing the constructs of Resistance Behavior, if personal interest andsupport for students are sufficiently provided, student’s participation in class learning can be increased. And it was suggested that classroom problems could be resolved by detailing dissatisfaction withthe class passively delivered from Resistance Behaviors. 연구목적 이 연구는 초등학교 학생들의 저항행동의 속성을 구체적으로 이해하기 위한 것으로, 학생들이자신의 저항행동에 대해 어떻게 인식하고 개념화하고 있는지를 밝히는 데 목적이 있다. 연구방법 이를 위하여 충청북도에 소재한 A초등학교 6학년 학생을 대상으로 자료를 수집하였고, 레퍼토리그리드 기법을 활용하여 저항행동에 대한 구성개념을 분석하였다. 연구결과 초등학생의 저항행동을 구분하는 개념은 ‘행동빈도’, ‘주변사람 활동 방해 여부’, ‘활동적-소극적성향’, ‘수업에 영향 여부’, ‘남-여학생 경향’, ‘선생님 통제 여부’, ‘주변사람 상심 여부’, ‘관심유도-이탈경향’, ‘수업-수업 외 경향’ 등으로 나타났다. 결론 저항행동에 대한 구성개념을 분석한 결과, 학생들에 대한 개인적 관심과 지원이 충분히 이루어진다면수업에 대한 참여가 높아질 수 있고, 소극적으로 전달되는 수업에 대한 불만을 상세화해 줌으로써 수업과관련하여 직면한 문제를 해결할 수 있음을 시사하였다.

초등학교 아동들의 특기·적성 교육활동에 대한 효과 분석

안세근 한국교육개발원 2003 한국교육 Vol.30 No.1

학교운영위원회의 활성화 방안 연구

안세근 건국대학교 중원인문연구소 2001 동화와 번역 Vol.1 No.-

The School Coverning Body was launched in order to secure transparency and autonomy in managing the school system; to allow the participation of parents and the local inhabitants in order to create a school unit self-governing system that fairly distributes responsibility and authority to the related bodies. This study is aimed first at analyzing the problems inherent in the School Governing Body managed by the respective school unit, after which there will be a search for a method of improving the system. To achieve these goals, the study begins with interviewing members of the School Governing Body from schools around the Seoul, Kyunggi Region, as well as from schools around the Chungju, Wonju Area. As it turned out, in some cases the School Governing Body did improve the transparency and efficiency in budget related administrations by securing a democratic management system. However, in other cases, depending on the propensity of the School Governing Body, there was substantial tension between the related groups which brought about adverse effects. The problems of the activities of the School Governing Body revealed by this study are as follows: Firstly, in the actual managing of the Body, usually it is run by means of standardized orders and restrictions. Secondly, there were tensions between the members of the School Governing Body. Thirdly, the members of the School Governing Body were not selected through a fair and democratic procedure. The fourth problem is that the members are greatly lacking in expertise and that the matters of deliberation are not reviewed in such a way as to suit the situation of the respective schools. Therefore the first thing that has to be done in order to solve these problems and to activate the School Governing Body, is to eliminate the regulations and restrictions set by the superior educational administration organizations and to hand over all authority to the School Governing Body. Secondly, using this authority, the members of the School Governing Body have to carry out the roles that will satisfy the needs of the school community. Thirdly, the members have to be selected through a democratic procedure, and the selected members must play a more active role in the school administration. Lastly, the School Governing Body must set up a Special Subcommittee that can review problems in greater depth therefore raising the standard of professionalism of the School Governing Body. As members of the School Community, the members of the School Governing Body must respect each other and cooperate with each other to aid in the development of their school.

지방교육자치제 실시에 대한 평가연구

안세근 건국대학교 중원인문연구소 1998 중원인문논총 Vol.17 No.-

Educational local autonomy system aims at enhancing the right to receive education for students, teachers and parents, by guaranteeing the educational autonomy and specialization and peculiarity of the local education according to the democratic process. However, the current educational local autonomy system focusing on the structural aspects excessively is far from the "educational autonomy," which draws the residents' participation and the "self-involved autonomy," which enables them to experience themselves. The main purpose of this research is the evaluation of teachers on the reality of the current educational autonomy. The results are as follows: First, 65% teachers up to 225 said that the current educational autonomy system is necessary but should be improved. Second, 154 teachers(45%) show Consequently, teachers on the educational spot have no idea about the system or have little interest. Third, after executing the educational autonomy system there are more affairs in school, and still interference and control of the upper institutions. And all the more instructions and requirements are increased. Fourth, executing the educational autonomy system cannot provide the enhancement of the status as teacher, and what makes worse, the system is rather inclined to make their status lowered. Therefore, the teachers are likely to think the system in a negative manner. Consequently, the teachers of the unit school recognize the need on the system, however, they regard it negatively so that they burden more affairs and more interference and control from the upper institutions. The educational autonomy system should put an important emphasis on the change of the unit school. the unit school is the ground where the educational activities are accomplished. Educational administration should play the role of support and encouragement for well-performed education. Thus, for executing the fundamental purpose of the educational autonomy system, the inteference and control should be diminished, and the service administration will be adopted to support and stimulate the unit school.

5세 유아의 보존 개념 형성에 관한 연구 : 수와 양 보존 개념을 중심으로

안세근 건국대학교 중원인문연구소 1997 중원인문논총 Vol.16 No.-

The purpose of children's learning mathematics is to understand basic concepts, principles, and rules of mathematics, observe things mathematically, develop their ability and attitude to think, and ultimately to enable them to think about various problems logically and solve them reasonably. In general the concept of numbers is apt to be considered as counting and using numbers, but it should be enlarged to include the way of thinking about quantity, volume, and size. In particular the concept of numbers is the driving force to develop the comprehension of their own surroungings and in addition to enlarge their logical and mathematical way of thinking. such concept of numbers and ability of reasoning are not acquired suddenly as children arrive at a certain age, but developed naturally through the interaction with their circumstances they experience in their daily lives. Teaching mathematics is to develop the ability to think and reason mathematically, not the ability to count. In other words, children should build up the ability to solve problems through logical and mathematical thinking and to reason various relationships, and to manipulate and analyse materials around them. Paget maintained that children's quantity conservation concept developed after sex, However, some studies concluded that five-year-old children formed that concept. As they grow older, both number and volume conservation concept developed at the same time, and the children learning numbers with special study sheets are faster in building up the concept than the children without such experiences. Thus, it is necessary for home and the children education institutes to develop and diffuse more systematic and scientific mathematics program on the assumption that children under 6 form their conservation concepts. And the education program for teaching numbers should organized so as to emphasise the development of children's mathematical thoughts and reasoning ability.