중등학교 체육수업의 안전 활동 영역에 대한 교수학습의 실효성 탐색

이희수(Lee, Heesu) 한국사회체육학회 2023 한국사회체육학회지 Vol.- No.93

Purpose: The purpose of this study is to explore the effectiveness otfe aching and learning in the safety domain in secondary school physical education. Method: A phenomenological study, a qualitative research method, was conducted with 6 physical education teachers from middle schools and high schools in Seoul, Gyeonggi, and Chungcheong regions, each with over 7 years of teaching experience. Individual in-depthn iterviews and open-ended questionnaires were used for data collection. The collected data were analyzed using the inductive category analysis proposed by Strauss and Corbin (1988). The analysis involved open coding, axial coding, and selective coding. To enhance the validity of the research results, member check nad peer review, as suggested by Merriam (1998), were utilized. Results: The study yielded two major categories“Teachers’ competency ofr successful teaching and learning in the safety domain” and “Factors hindering successful teaching and learning in the safety domain”. Under the first category, teachers acknowledged the importance of teaching and learning in the safety domain and demonstrated awareness of the appropriate direction and accuracy for the safety domain curriculum. The second category revealed that students attending safety domain classes exhibited negative perceptions and participation attitudes, such as a lack of awareness of its necessity and lack of interest. Moreover, teachers lacked general pedagogical knowledge to effectively stimulate students’ interest and conduct classes efficiently within the safety domain. Additionally, the educational context, including teaching aids and facilities, was identified as a factor hindering successful teaching and learning in the safety domain. Conclusion: The study suggests the need to develop the pedagogical content knowledge of safety education for secondary physical education teachers, promote students’ understanding of the importance of safety education, and improve the educational context surrounding safety education.

EBSi와 메가스터디의 e-러닝 사례 비교 연구

이희수(Lee, HeeSu),정영식(Jeong, YoungSik),정미영(Jung, MiYoung) 중앙대학교 한국인적자원개발전략연구소 2006 역량개발학습연구 Vol.1 No.1

2005년은 e-러닝의 원년으로 기록될 정도로 EBS 수능 방송은 온라인 시장에 대한 국민적 관심뿐만 아니라 학문적 관심을 불러 일으켰다. 이와 함께 메가스터디의 급성장은 온라인 시장의 독점화에 대한 우려를 증폭시켰다. 온라인 중등교육 시장의 선두를 다투고 있는 EBSi와 메가스터디의 사례를 e-러닝의 관점에서 과학적으로 분석할 필요가 제기되었다. 여기에서는 콘텐츠, 학습관리, 상호작용 측면 등 e-러닝의 3가지 구성 요소를 중심으로 EBSi와 메가스터디의 사례를 비교 분석하였다. EBSi의 자체 경쟁력을 강화함으로써 사교육비 경감을 위한 해열제로서의 기능뿐만 아니라 공교육에 대한 영양제로서의 기능을 수행할 수 있도록 지속가능한 발전 방안을 제시하였다. EBSi는 체계적인 강의 평가와 통합적인 학습 관리, 지정 상담제를 통한 맞춤형 서비스가 필요하다는 것이 주요 발전과제로 나타났다. This study is an attempt to analyze the e-Learning examples of EBSi and Megastudy that are the forefront among on-line secondary educational markets. The analysis is focused on three components of e-learning such as educational contents, learning management system and interaction. This study was devoted to analyzing problems of EBSi to be solved in terms of Megastudy. On the basis of the findings a variety of recommendations were presented to improve the delivery service of EBSi. It is expected that EBSi may contribute to customer satisfaction of EBSi.

평생학습도시에 대한 소크라테스 변명

이희수(Lee Heesu) 한국평생교육학회 2003 평생교육학연구 Vol.9 No.2

평생학습도서는 죽어가는 지역공동체를 학습을 통하여 다시 살리자는 학습 공동체 부활 운동이다. 현재 평생학습도시 사업이 진행되고 있으나, 이론적·논라적 기반에 대한 의문이 제기되고 있다. 본 글에서 연구자는 평생학습도시 조성사업 초기의 단계에서 제기되는 다양한 비판적 문제 제기에 대한대답으로, 평생학습도시 조성사업과 지역인적자원개발 시범지역 조성사업 간의 차이점에 대한 대답으로, 마지막으로 참여정부 들어서 ‘지역균형발전’의 시대를 맞이하여 평생학습도시 조성사업의 논적 근거를 좀 더 확실히 다질 필요성에 대해 답하고자 하였다. 또한 학습도시 조성 사업 자체가 지역혁신체계(RlS: Regional Development System) 구축과 맥락을 같이하기 때문에 각종 지역육성 관련 사업의 핵심은 ‘학습’이어야 한다는 문제의식으로 출발한다. 연구자는 구체적으로 1) 평생학습 도시는 학습사회론(Learning Society)에, 지역인적자윈개발은 학습경제론(Learning Economy)에 기초 해 있다. 2) 평생학습도시 조성 사업을 중심으로 유사지역사업을 연계해야 한다. 3) 일본형 학습도시에 유럽형 학습도시를 결합시키는 노력이 필요하다. 4) 학습도시사업을 통하여 지역의 평생학습 참여율을 높여야 한다. 5) 평생학습도시 조성 전문가, 일본판 코디네이터와 에니메이터를 양성해야 할 때라고 주장한다. 마지막으로 6) 평생학습도시 조성정책 추진에 있어서 상향식 접근과 하향식 접근이 절충의 묘를 보이는 제3의 길을 걸을 것을 건의한다. The lifelong Learning City project is a leaming-community restoration campaign that aims to revive a dying community through education. Currently, a lifelong learning city project is in progress, but some questions have been raised as to the theoretical and logical basis. This paper provides the answers to the diverse critical questions raised in the initial stage of the lifelong learning city project and the question on the differences between a lifelong learning city project and the community's human resources development city project. Also, it provides a firm theoretical basis for the necessity of the project, facing "Balanced Regional Development" era supported by Participatory Government. Because this lifelong learning city project shares the same basis as that of the regional building innovation system(RIS), it starts from the hypothesis that the core of various community-fostering projects should be "learning'. In this paper, I propose as follows: 1) The Lifelong Learning City project is based on the Learning Society while the community's human resources development city project is based on the Learning Economy; 2) Similar kinds of community businesses should be linked centering on a life-long learning city project; 3) Efforts to combine a Japanese-type learning city with European-type learning cities are required; 4) The participation rate in life-long learning by the community should be increased through the project; 5) It is the time to foster specialists for life-long learning city planners and Japanese-type coordinators and animators; and, 6) For promoting a life-long learning city project, a third way that combines upward approaches and downward approaches is required.

예비초등교사들의 체육교과 안전영역 교수를 위한 역량 및 직전교사교육과정의 역할 탐색

이희수(Lee, Heesu),문종호(Moon, Jongho),조기범(Cho, Kibum) 한국사회체육학회 2021 한국사회체육학회지 Vol.- No.84

Purpose: The purpose of this study is to explore the teaching competencies of pre-service elementary school teachers in the safety domain of physical education, and the curriculum’s role in this training. Method: 20 participants who were enrolled as seniors in an elementary education department during Spring 2020 were recruited to collect data from written assignment as the first survey of this article. Afterwards, six(male: 2 and female: 4) of the 20 participants were selected to collect data from the in-depth interview and lesson plan. For data analysis, a constant comparative method for inductively analyzing data was used at each of the three steps (open, axial, and selective coding) to categorize themes. The authenticity and validity of the data were secured by identifying triangulation, member check, and peer examination. Results: Two main themes were as follows: 1)‘teaching competencies for the safety domain of physical education’ and 2)‘learning experiences during pre-service teacher education curriculum.’ The sub-themes from the first primary theme were categorized as ‘consideration emphasizing the importance of the safety domain’, fully understanding about the content system of the safety domain’, and ‘the difficulty and limitation about teaching the safety domain.’ The sub-themes from the second main theme included ‘positive learning experiences in developing teaching competencies for the safety domain’, and ‘limited learning experiences in developing teaching competencies for the safety domain.’ Conclusion: The pre-service teacher’s education curriculum needs to provide the content and management of methods course and physical activity courses, which emphasizes cultivating pedagogical content knowledge for the safety domain.

중년 여성의 학습경험 탐색 연구: 소비자생활협동조합 활동을 중심으로

이려화(Lee, Ryowhoa),이희수(Lee, Heesu) 한국방송통신대학교 미래원격교육연구원 2021 평생학습사회 Vol.17 No.3

평생학습공간으로서의 협동조합 : 경력단절여성의 소비자생활협동조합 활동을 중심으로

이려화(Lee ryowhoa),이희수(Lee heesu) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.15

본 연구는 소비자생활협동조합에서 전개되는 학습활동의 양상과 특성을 규명하여 평생교육적으로 어떠한 의미가 있는지를 찾아내려는 시도이다. 자료는 생협이라는 평생학습공간에서 경력단절여성들이 경험한 활동 내용을 중심으로 면담을 실시하여 수집하였으며, 자료분석은 주제 분석 기법을 적용하여 실시하였다. 연구 결과, 경력단절여성들이 생협활동 과정에서 경험하게 되는 7가지 요소(계기, 모임, 활동, 긍정성, 부정성, 강화, 격려)에 적합한 주제가 도출되었으며, 교육장치의 개념을 적용하여 생협의 교육현상을 도식화하였다. 마지막으로, 연구 결과를 바탕으로 생협 내에서의 교육 활동의 평생교육적 함의와 한계에 대해 논의하고, 이를 보완하기 위한 정책 제언과 후속 연구에 대해 언급하고자 한다. This study investigated the aspects and characteristics of learning activities developed in consumer cooperatives and analyzed the meaning of lifelong education. The data were collected by conducting interviews focusing on the experiences of women who experienced career breaks in the lifelong learning platform called the consumer cooperative, and included thematic analysis in the analysis process. As a result of the study, a topic suitable for 7 elements (momentum, meeting, activity, positivity, negativity, reinforce, and encourage) experienced by women with career breaks in the process of cooperative activities was drawn. The concept of the educational system was applied to diagram the functional phenomenon. In addition, based on these results, the lifelong learning implications and limitations of educational activities in the cooperative were discussed, and policy suggestions and follow-up studies to supplement them were discussed.

지역사회 경찰공무원의 조직지원인식과 조직시민행동, 셀프리더십 간의 관계 연구 : 셀프리더십 매개효과를 중심으로

이효영 ( Lee Hyoyoung ),이희수 ( Lee Heesu ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.4

본 연구는 경찰공무원의 조직지원인식이 조직시민행동에 미치는 영향과 셀프리더십이 두 변인 간 매개효과를 가지는가에 대한 유효성을 살펴보고자 한다. 연구 분석에 포함된 연구대상은 경찰청과 전국소재의 경찰청, 경찰서, 지구대에 근무하는 경찰공무원 232명이었고, 이들의 조직지원인식, 조직시민행동, 셀프리더십의 상관관계를 분석하였다. 모든 자료는 SPSS 22.0 프로그램을 사용하여 분석하였고, Pearson의 상관관계 분석으로 연구변인 간의 상관성을 확인하였다. 셀프리더십의 매개효과를 실증하기 위해서 위계적 회귀분석을 실시하였으며, 조직지원인식의 하위변인인 정서적 지원과 수단적 지원이 셀프리더십의 하위 변인을 매개하여 조직시민행동의 하위변인에 유의미한 영향을 주는지 실증하고자 SPSS Process macro를 활용하여 부트스트랩 검증으로 실증하였다. 연구 분석 결과 첫째, 조직지원인식이 조직시민행동에 유의미한 영향을 미치는 것으로 실증되었다. 조직지원인식의 정서적 지원은 정당한 행동에, 수단적 지원은 참여적 행동에 직접 영향을 미치는 것으로 실증되었다. 둘째, 조직지원인식은 셀프리더십에 정(+)의 영향을 주는 것으로 나타났고, 조직지원인식과 셀프리더십의 하위요인 간에서 유의미한 영향을 미치는 것을 확인하였다. 셋째, 조직지원인식과 조직시민행동 사이에서 셀프리더십의 매개 역할의 효과에서는 조직지원인식이 조직시민행동에 직접효과가 있는 것으로 나타났으며, 조직지원인식과 조직시민행동 간에 셀프리더십은 부분 매개 역할을 하는 것으로 실증되었다. 본 연구결과를 기반으로 시사점을 논의하였다. The purpose of this study is to examine the effect of police officers' recognition of organizational support for organizational citizenship behaviors and whether self-leadership has a mediating effect between the two variables. The subjects included in this study were 232 police officers working at National Police Agency, Police stations, and District Units. Through this study the correlation between their recognition of organizational support, organizational citizenship behaviors, and self-leadership was analyzed. All data were analyzed using the SPSS 22.0 program, and the correlation between research variables was confirmed by Pearson's correlation analysis method. To demonstrate the mediating effect of self-leadership, a hierarchical regression analysis was conducted. Additionally, to prove that emotional support, instrumental support, and the sub-variables of the recognition of organizational support have a significant influence on sub-variables of organizational citizenship behaviors by mediating the sub-variables of self-leadership, the bootstrap was verified using the SPSS Process macro. As a result of research analysis, first, it was demonstrated that the recognition of organizational supports had a significant effect on organizational citizenship behaviors. Also, it was demonstrated that the emotional support of the recognition of organizational support directly affected the legitimate behaviors, and the instrumental support directly affected the participatory behaviors. Second, it was found that the recognition of organizational support had a positive (+) effect on self-leadership, and it was confirmed that there was a significant correlation between organizational support recognition and the sub-factors of self-leadership. Third, concerning the effect of the mediating role of self-leadership between the recognition of organizational support and organizational citizenship behaviors, it was found that the recognition of organizational support had a direct effect on organizational citizenship behaviors and self-leadership had a partial mediating role between the recognition organizational support and organizational citizenship behaviors. In this regard, other implications were discussed based on the results of this study.

평생학습 확장으로서 K 문고의 학습공간 재구성 사례연구

백정숙(Jungsook Baek),이희수(Heesu Lee) 한국방송통신대학교 미래원격교육연구원 2020 평생학습사회 Vol.16 No.4

소규모 초등학교 교사의 분산적 리더십, 잡 크래프팅, 지역공동체 의식과 자원연계활동의 구조적 관계

배현순 ( Bae Hyunsoon ),이희수 ( Lee Heesu ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.1

이 연구의 목적은 마을교육공동체에 참여하는 소규모 초등학교에 근무하는 교사가 인식하는 분산적 리더십, 잡 크래프팅, 지역공동체 의식과 자원연계활동 간의 상관관계와 분산적 리더십과 자원연계활동 간의 관계에서 잡 크래프팅과 지역공동체 의식의 매개효과 유효성을 살펴보는 것이다. 연구대상자는 전국단위 소규모 초등학교(11학급 이하)에 근무하는 교사 212명이고, SPSS 26.0과 AMOS 26.0 통계 프로그램을 사용하여 자료를 분석하였다. 측정도구의 신뢰도와 타당도 검증을 수행하였고, 연구변인들 간 상관관계를 확인하기 위해 구조방정식 모형분석을 실시하였으며, 부트스트래핑을 통해 매개효과를 재확인하였다. 이 연구의 결과는 첫째, 분산적 리더십은 잡 크래프팅과 자원연계활동에 정적인 영향을 미쳤으나, 지역공동체 의식에는 유의한 영향을 미치지 않았다. 잡 크래프팅과 지역공동체 의식 간의 관계는 유의한 정적 상관관계를 확인하였으나, 자원연계활동에는 유의미한 영향을 미치지 않았다. 지역공동체 의식과 자원연계 활동 간의 관계에서는 유의미한 정적인 상관관계가 나타났다. 둘째, 분산적 리더십과 자원연계활동 관계에서 잡 크래프팅과 지역공동체 의식의 매개효과 검증결과 분산적 리더십은 잡 크래프팅과 지역공동체 의식의 매개를 통해 자원연계활동에 영향을 미치는 것으로 나타났다. 본 연구결과를 토대로 후속연구에 대한 시사점과 결론은 다음과 같다. 첫째, 소규모 초등학교 교사와 연계한 마을교육공동체 활성화 선행요인에 관한 다양한 연구방법이 필요하다. 둘째, 교사측면의 잡 크래프팅 연구의 활성화가 요구된다. 셋째, 소규모 학교와 마을교육공동체가 연동되는 학문적·실천적 연구의 확산이 필요하다. The purpose of this study is to examine the correlation between distributed leadership, job crafting, sense of community, and resource-linking activity perceived by school teachers working in small-scale elementary schools participating in Maeul educational community, and examine the effectiveness of mediating effects of job crafting and sense of community in the relationship between distributed leadership and resource linking activity. The study subjects were 212 elementary school teachers working at small-scale schools(11 classes or less) nationwide, and data were analyzed using SPSS 26.0 and AMOS 26.0 statistical programs. To verify the validity and reliability of the measurement tools, exploratory and confirmatory factor analysis and reliability analysis were performed, and structural equation model analysis was conducted to confirm the correlation between the study variables, and the mediating effect was reconfirmed through bootstrapping. As a result of this study, first, distributed leadership had a positive effect on job crafting and resource-linking activity, but not on sense of community. The relationship between job crafting and sense of community was confirmed to have a significant static correlation, but job crafting did not significantly affect resource-linking activity. There was a significant positive correlation between sense of community and resource-linking activity. Second, in the results of verification of the mediating effect of job crafting and sense of community in the relationship between distributed leadership and resource-linking activity, it was found that distributed leadership affects resource-linking activity through mediating job crafting and sense of community. Based on the results of this study, the implications of the follow-up studies and conclusions are as follows. First, a variety of research methodologies are needed to revitalize Maeul educational communities in connection with small-scale schools. Second, activation of job crafting research on the teacher side is required. Third, it is necessary to spread academic and practical research that connects small-scale schools and Maeul educational community.

평생교육사 전문직화 과정의 역사적 탐색과 특징

김혜영(Hyeyoung Kim),이희수(Heesu Lee) 한국방송통신대학교 미래원격교육연구원 2012 평생학습사회 Vol.8 No.2

The purpose of this study is to analyze the process of professionalization and the key characteristics of lifelong educators in South Korea. The researcher views professionalization of lifelong educators as the process of interaction with society at large and the professional protocols such as professional associations, professional knowledge and education, qualification systems, and codes of professional ethics with main actors of lifelong education have formed. This critical analysis covers more than 50 years since Korea’s liberation from Japan in 1945. A process of lifelong educators’professionalization was developed by qualification and training systems formation (based on the government’s policy of lifelong education), full-time practice field formation,professional association organization. In conclusion, the fact that much of professionalization of lifelong educators was conducted by the institutionalizing efforts of the national government preconceives the strengthening and the bureaucratization process in the future. In order to ensure genuine professionalization of lifelong educators, the educators themselves must make efforts to attain their independence and autonomy in the process. This, in other words, indicates a need for emphasis on more professional,practical knowledge as well as a firmer code of professional ethics.