명저(Great Books) 읽기를 통한 고등학생 진로 탐색

안효진(Hyojin Ahn),김민아(Minah Kim),이상원(SangWon Lee) 한국생애학회 2023 생애학회지 Vol.13 No.1

This study examines experiences of high school students who participated in seminar on classics, as part of career education. The non-competitive discussion on great books (INU GB) is a program developed by I University (INU), which applies the seminar model of St. John's College to the Korean context. The great books seminar (GB) was conducted eight times for female students in the second year of I high school. This qualitative study includes a Focused Group Interview (FGI) of the students, open-ended questionnaires and field notes of researchers. The GB experiences of the high school students shows significant implications: 1) GB activity as an individual choice; 2) challenging aspects of GB text reading; 3) the GB experience that changed personal attitude and reading capacity; 4) the joy of conversation from the activity; 5) meaningful open discussions during the seminar; 6) exploration aptitude through the GB activity: searching for career paths based on classic texts; and 7) acceptance of diverse opinions: the GB seminar allowing students to overcome their simple view of differences. Although the seminar did not contain specific knowledge and information regarding career paths, it offers students crucial opportunities to tap deeper and broader perspectives. The results of the study reveal that while encouraging students to discuss about great books, the GB seminar empowers the participants to consider personal traits and career paths cautiously and independently without depending on external authorities such as the school system.

대학생의 자기결정동기 유형 및 학업정서가 학습공동체 참여 역량에 미치는 영향: 유아 및 아동 관련 전공자 대상으로

안효진 ( Hyojin Ahn ),이현정 ( Hyunjung Lee ) 대한가정학회 2017 Human Ecology Research(HER) Vol. No.

This study examines the effects of university students’ types of self-determination and academic emotions on their learning community participant competence. The subjects were 234 early-childhood preservice teachers attending a university or college in the Kyonggi and Incheon area of Korea. The first metric created by Bak et al. (2005) measured early-childhood preservice teachers’ types of self-determination. The second metric developed by Kim & Kim (2016) measured their levels of learning community participant competence. The thirds metric, originally developed by Kim (2012) and So (2010), was modified by Chung (2015) to measure the academic emotions of subjects. The test results were analyzed by correlation and multi-regression techniques using SPSS 21 for Windows. The findings were as follows. First, there were significant relationships between the subjects’ types of self-determination and the levels of learning community participant competence. Second, there were significant relationships between the subjects’ academic positive and negative emotions and the levels of learning community participant competence. Third, the subjects’ levels of learning community participant competence were perceived differently according to their academic emotions. Based on these results, implications pertaining to academic emotions on learning community participant competence are suggested.

학습정서, 학습스타일이 예비유아교사의 학습공동체참여 역량에 미치는 영향

안효진(Hyojin Ahn),김수정(Soojung Kim) 한국산학기술학회 2021 한국산학기술학회논문지 Vol.22 No.4

본 연구는 학습정서, 학습스타일이 예비유아교사의 학습공동체함여 역량에 미치는 영향을 살펴보았다. 이를 위하여 유아교육관련 학과에 재학중인 학생 234명을 대상으로 설문조사를 실시하였다. 조사결과 수집된 변인은 예비유아교의 학습공동체 참여역량, 예비유아교사가 학업수행할 때 경험하는 정서(긍정정서, 부정정서), 그리고, 학습스타일 (학습태도, 학습동기, 교육내용, 교수방법)로 나타났다. 연구 결과, 먼저 예비교사의 학습공동체참여역량은 예비교사들의 학습스타일 중 분석적 학습태도, 학습동기, 교수방법에 있어 토론 및 토론유형을 선호하는 정도, 실험 및 실습 유형을 선호하는 정도와 유의한 상관을 나타내었으며, 학습정서의 하위범주인 긍정정서와 부정정서와도 유의한 상관이 있었다. 회귀분석결과, 예비교사들의 학습정서의 하위범주인 부정정서, 학습스타일 중 학습동기, 교수방법유형 중 실험 및 실습유형을 선호하는 정도, 분석적인 학습태도, 그리고 교육내용 중 전공학문을 지향하며 그 중요성에 가치를 두는 정도는 예비교사의 학습공동체참여역량에 유의미한 것으로 나타났다. 본 연구결과는 예비교사를 양성하는 교육현장이 단순히 전공관련 지식을 전달하는 데 그치는 것이 아니라, 학습자들로 하여금 학습공동체참여역량을 갖출 수 있는 경험을 제공하기 위한 노력을 할 수 있어야 함을 시사하고 있다. This study examined how the learning styles and emotions of 234 students enrolled in early childhood education-related departments affected their ability to participate in the learning community. The research collected the variables of the pre-service early childhood teachers’ ability to participate in the learning community, the emotions that they experienced while learning, and their learning styles. The collected data were analyzed through correlation analysis and regression analysis. The results indicate that the students’ ability to participate in the learning community was positively correlated with the following: their analytical learning attitude (among learning styles); learning motivation; degree of preference for discussion and discussion types; positive and negative emotions, which are subcategories of learning emotion; and the degree of preference for experimentation and their practice type among teaching methods. Second, regression analysis showed that the students’ ability to participate in the learning community could be predicted by negative emotion as a subcategory of their learning emotion, learning motivation, degree of preference for the experiment and practice type, their analytical learning attitude, and the degree to which students value studying the content of their major subjects.

들뢰즈의 기호와 배움을 통해 바라본 유아교사들의 얽힌 되기 : 프로젝트 기반 STEM 교육 중심으로

안효진(Ahn, Hyojin),김현수(Kim, Hyunsu) 한국열린교육학회 2018 열린교육연구 Vol.26 No.4

본 연구는 한 교사공동체에게 프로젝트 기반 STEM교육을 제공하고, 이들이 어떻게 교실 현장에서 이를 실행하는지 그 과정에서 나타난 배움의 과정을 살펴보았다. 특히 들뢰즈의 프로스트와 기호들 에서 기술된 기호의 유형과 연결하여 배움에서 나타난 사유모습을 살펴보았다. 자료 분석은 후기 질적 연구방법에 의해 하였으며, 이를 통해 나타난 결과는 다음과 같다. 첫째, 마주친 기호에 민감한 경우 교사들은 새로운 여정으로 출발할 수 있으며, 그 마주침의 힘과 강도는 개인의 특이성에 따라 다르게 나타났다. 둘째, 배움의 과정에서 교사들은 주로 논리적인 사유를 하며, 들뢰즈가 말한 사교적 기호나 사랑의 기호처 럼 새로운 프로젝트 기반 STEM교육의 기호를 해석하고 있었다. 셋째, 마주침으로 인해 공동체 교사들은 때때로 유목적 사유를 하도록 도전을 받았다. 접속을 통해, 내부 작용을 통해, 혹은 움직임과 실험을 통해 교사들은 연구자, 유아들, 동료 교사들과 함께 얽힌 되기를 경험하였다. 본 연구는 Deleuze의 이론을 통해 유아교사들의 배움의 과정을 새로운 시각으로 살펴본 것에 그 의의가 있다고 하겠다. This study examined how one teacher community, which consisted of four 4 early childhood teachers, learned the ideas of project-based STEM education and implemented it in their classroom by the ideas in Deleuze’s book“Proust and Signs (French: Marcel Proust et les signes)”. For analyzing the data, it used Barad’s diffractive method. The results are as follows. First, encounter was important for learning. When early childhood teachers encountered a project-based STEM education as a new sign, the power and intensity of encounter influenced to early childhood teachers’participation of teacher learning community. Secondly, a new sign, called“project-based STEM education”, functioned as a machine. Some of these signs, such as worldly signs and signs of love functioned as a tool to search for lost time. Some of these signs, such as sensuous signs and signs of arts functioned as a tool to regain time. The signs of art can reveal the truth of difference. The interpretation of signs proceeds via an unfolding of differences. A sign is a difference that unfolds itself, and its unfolding is an ongoing repetition of its difference. Learning happened to experiment and movement in-between by encounterness. In this process, the members of teacher community become entangled teachers together.

대학생의 자기결정동기 유형 및 학업정서가 학습공동체 참여 역량에 미치는 영향: 유아 및 아동 관련 전공자 대상으로

안효진,이현정,Ahn, HyoJin,Lee, HyunJung 대한가정학회 2017 Human Ecology Research(HER) Vol.55 No.5

This study examines the effects of university students' types of self-determination and academic emotions on their learning community participant competence. The subjects were 234 early-childhood preservice teachers attending a university or college in the Kyonggi and Incheon area of Korea. The first metric created by Bak et al. (2005) measured early-childhood preservice teachers' types of self-determination. The second metric developed by Kim & Kim (2016) measured their levels of learning community participant competence. The thirds metric, originally developed by Kim (2012) and So (2010), was modified by Chung (2015) to measure the academic emotions of subjects. The test results were analyzed by correlation and multi-regression techniques using SPSS 21 for Windows. The findings were as follows. First, there were significant relationships between the subjects' types of self-determination and the levels of learning community participant competence. Second, there were significant relationships between the subjects' academic positive and negative emotions and the levels of learning community participant competence. Third, the subjects' levels of learning community participant competence were perceived differently according to their academic emotions. Based on these results, implications pertaining to academic emotions on learning community participant competence are suggested.

광고를 활용한 환경교육이 유아의 환경친화적 태도 및 환경보전 지식에 미치는 효과

임수민 ( Soo Min Lim ),안효진 ( Hyojin Ahn ) 대한가정학회 2016 Human Ecology Research(HER) Vol.54 No.5

This study was to develop environmental education activities using advertisement as well as investigate the effect of environmental education using advertisements on children`s eco-friendly attitudes and environmental preservation knowledge. The effect of the environmental education activity using advisements was examined based on 24 children aged five attending a daycare center located in Incheon metropolitan city (12 in the experimental group and 12 in the control group). This study was executed 12 times (twice a week) in both the experimental group and comparative group as the environmental education using advertisements was developed and executed in the experimental group as environmental education according to the life theme`s in the Nuri curriculum of the comparative group. The instruments used in this study were the children`s eco-friendly attitude scale (two factors, 18 items) and environmental preservation knowledge scale (four factors, 16 items). Children`s eco-friendly attitude and environmental preservation knowledge were assessed by pre-tests and post-tests using the SPSS ver. 18.0 program. Results indicated that after 6 weeks application, the experimental group exhibited higher scores than the control group in the children`s eco-friendly attitude as well as environmental preservation knowledge. This study showed that environmental education activities using advertisement had a positive effect on children`s eco-friendly attitudes and environmental preservation knowledge.

수학동화를 활용한 하브루타 수업이 유아의 수학적 문제 해결력 및 자아존중감에 미치는 영향

임경미 ( Kyeong Mi Lim ),안효진 ( Hyojin Ahn ) 대한가정학회 2017 Human Ecology Research(HER) Vol.55 No.2

This study examines the effect of 5-year-old children`s mathematical problem solving ability and their self-esteem based on the Havruta method using math storybooks. The subjects of this study were 40 5-year-old students attending a kindergarten in the Incheon area: 20 students comprised the treatment group and 20 students comprised the control group. An instrument originally created by Ward (1993) but adapted by Hwang (1997) and later modified by Ryu (2003) was used to test the children`s mathematical problem solving abilities. A modified version (Kim, 1997) of an instrument developed by Harter and Pike (1984) was used to measure children`s self-esteem. Test results were analyzed using SPSS ver. 18.0 for Windows. The findings are as follows. First, the treatment group that had Havruta classes utilizing math story books was found to improve significantly more than the control group in their mathematical problem solving ability. Havruta classes had positive effects on children`s mathematical problem solving abilities. Second, there was no significant difference found between the two groups in terms of self-esteem when the children`s self-esteem was compared after Havruta classes that utilize math storybooks. It may not be possible to see immediate changes in children`s self-esteem because positive parent and teacher feedback had the strongest influence on 5-year-old children`s self-esteem, as opposed to self-learning. The results of this study provide meaningful basic data for Havruta classes that focus on questions and discussions through math story books to increase children`s mathematical problem solving abilities in the child education field.

유치원교사의 교수몰입과 직무스트레스가 행복감에 미치는 영향

이정희 ( Lee Jeonghee ),안효진 ( Ahn Hyojin ) 미래유아교육학회 2016 미래유아교육학회지 Vol.23 No.4

본 연구는 유치원교사의 교수몰입과 직무스트레스가 행복감에 미치는 영향을 조사하였다. 인천광역시에 소재한 공·사립유치원 교사 176명을 대상으로 교수몰입과 직무스트레스, 그리고 행복감을 측정하고 그 관련성과 행복감에 대한 상대적 영향력을 분석하였다. 자료 수집은 교수몰입, 직무스트레스, 행복감 검사 도구를 사용하였으며, 자료처리는 SPSS 18.0 프로그램을 이용하여 Pearson의 적률상관분석과 위계적 회귀분석을 실시하였다. 그 결과는 다음과 같다. 첫째, 유치원교사들의 교수몰입, 직무스트레스, 행복감은 중간이상의 약간 높은 정도 수준으로 나타났다. 둘째, 유치원교사의 교수 몰입과 행복감은 정적 관계가 있는 것으로 나타났으며, 교수몰입과 직무스트레스는 부적 관계가 있는 것으로 나타났다. 셋째, 유치원교사들의 교수몰입과 직무스트레스가 행복감에 주는 상대적 영향력을 살펴보면, 1단계에서 유치원교사의 직무스트레스의 전체 값이 행복감에 영향을 주었고, 그 설명력은 5%였다. 2단계에서는 직무스트레스 하위요인은 행복감에 유의미한 정도의 영향력을 미치지 않는 반면, 교수몰입의 하위요인 중 명확한 목표, 자기 목적적 경험, 도전과 기술의 균형이 행복감을 33% 설명하였다. 이러한 결과는 유치원교사의 행복감을 높이고 직무스트레스를 감소시키며 좀 더 나은 교수활동을 지원할 수 있는 교사교육 프로그램이 개발되어야겠다. This study investigated the effects of kindergarten teachers` teaching immersion and job stress on their happiness. For this purpose, the states of teaching immersion, job stress and relation to the sense of happiness of 176 teachers working at public and private kindergarten in Incheon area were measured. To collect the data, teaching immersion, job stress, and happiness test tools were used, and to process the data, the Pearson`s product-moment correlation analysis and hierarchical regression analysis by SPSS 18.0 program were used. The results were as follows: First, the teaching immersion, job stress, and sense of happiness of the kindergarten teachers showed a slightly higher statuses above the middle level. Second, it appeared that teaching immersion of kindergarten teachers had is positive relationship with the sense of happiness and negative relationship with their job stress. Third, it was proved that relative influence of teaching immersion and job stress to the sense of happiness of the kindergarten teachers. For the first step, the overall value of the job stress of the kindergarten teachers has an affect on their sense of happiness, its explanatory power was 5%. For the second step, while the sub-factors of the job stress doesn`t have a significant effect on the happiness, clear goal, autotelic experience and balance of challenges and skills in the sub-factors of the teaching immersion explained by 33%. To summarize, it is essential that to develop teacher training programs which make the kindergarten teachers more happy by reducing their job stress and, furthermore, to enables them to immerse in teaching activities merely.

유아교사의 행복감에 대한 직무스트레스와 사회적 지지의 영향

김영희 ( Kim Younghee ),안효진 ( Ahn Hyojin ) 열린부모교육학회 2016 열린부모교육연구 Vol.8 No.4

본 연구는 유아교사의 행복감에 직무스트레스와 사회적 지지가 미치는 영향을 조사하였다. 이를 위해 경기도와 인천시 지역의 유아교사 265명을 대상으로 설문지를 통해 자료 수집을 하였다. 자료 수집은 행복감, 직무스트레스, 사회적 지지 검사 도구를 사용하였으며, 자료처리는 SPSS 18.0 프로그램을 이용하여 Pearson의 적률상관분석과 단계적 중다회귀분석을 실시하였다. 그 결과는 다음과 같다. 첫째, 유아 교사의 행복감과 직무스트레스는 부적 관계가 있는 것으로 나타났으며, 행복감과 사회적 지지는 정적 관계가 있는 것으로 나타났다. 둘째, 유아 교사들의 행복감에 직무스트레스와 사회적 지지가 미치는 상대적 영향력을 살펴보면, 직무스트레스의 하위 요인인 원아들과의 활동과 사회적지지의 하위 요인인 평가적지지가 행복감에 유의미한 영향력을 미치고 있었다. 즉, 유아교사의 직무스트레스와 사회적지지는 유아교사의 행복감을 설명해주는 중요한 변인들이라는 것을 알 수 있다. 이러한 결과는 유아교사의 직무스트레스를 감소시키고 행복감을 높일 수 있도록 하기 위한 사회적 지지 방안을 모색할 필요가 있다는 것을 시사해 준다. This study examined the impact teacher`s of job stress and social supporst on early cuildhood educationteachers` happiness. To that end, data was collected through questionnaires from 265 early childhood teachers in Gyeonggido and Incheon. Data collection used happiness, job stress, social support test tools and data processing was carried out the Pearson`s product-moment correlation analysis and stepwise multiple regression analysis using SPSS 18.0 program. The results are as follows : First, it appeared that happiness of early cuildhood education teachers was a negative correlation with their job stress and a positive correlation with social support. Second, the importance of the job stress and social support of job stress, which is a subordinate factor of job stress and social support, has had significant implications for the happiness of job stress and social support. It turns out That job stress and social support are critical variables in explaining the happiness of the early cuildhood education teachers. These results suggest that it is necessary to explore ways to reduce the job stress of early cuildhood education teachers and encourage them to increase their sense of happiness.