체육교육전공 교육대학원생들이 임용고사 준비 과정에서 경험하는 어려움 탐색

조인진 경북대학교 교육대학원 2019 국내석사

본 연구의 목적은 체육교육전공 교육대학원생들이 임용고사를 준비하는 과정에서 경험하는 어려움을 탐색하고자 하며, 이를 통해 체육교육전공 교육대학원생의 삶을 이해하고 진로의 제약 문제들의 대안을 마련하기 위한 기초 자료를 제공하고자 한다. 연구목적을 달성하기 위해 교육대학원 졸업생 중 임용고사를 준비 중인 준비생 2명, 임용고사를 합격한 교사 2명을 연구 참여자로 선정하였다. 자료는 심층면담을 통해 수집하였으며, 수집 된 자료는 귀납적 범주분석을 통해 요인들을 추출하였다. 연구결과 체육교육전공 교육대학원생들이 임용고사 준비 과정에서 경험하는 어려움은 ‘실기수업 부재’, ‘교육과정 혼재’, ‘심리적 불안감’으로 범주화 되었다. 교육대학원의 교육과정에 실기수업이 부족하여 2차 실기시험을 준비하는데 어려움을 경험하는 것으로 나타났으며, 교사재교육과 교사양성교육의 교육과정 혼재로 인해 교사재교육에 관련된 수업을 듣고 있는 것으로 나타났으며, 이로 인해 인터넷 강의와 사설학원을 통해서 임용고사에 관련된 내용을 보충하고 있었다. 또한 인터넷 강의와 사설학원 등록비와 학부생에 비해 상대적으로 많은 나이로 인해 심리적인 불안감을 격고 있었으며, 이로 인해 임용고사를 준비하는데 어려움을 경험하는 것으로 나타났다. 이러한 연구 참여자들의 어려움은 교육대학원생 개인적인 수준에서 해결하기에는 한계가 있는 것으로 나타났다. 마지막으로 연구결과를 바탕으로 체육교육전공 교육대학원생이 임용고사를 준비하는데 경험하는 어려움의 해결하기 위한 방안으로 교육대학원 체육교육전공의 교육과정에 실기교육과정 추가와 교사양성과정과 교사재교육의 분리하여 운영 할 것을 제언하였다. The purpose of this study is to explore the difficulties experienced by graduate students who major in physical education in graduate school of education in the process to prepare for the teacher recruitment examination and to provide basic data for understanding life of graduate students who major in physical education in graduate school of education and preparing alternatives career constraint issues through this. In order to accomplish the purpose of the study, 2 students who are preparing for the teacher recruitment examination and 2 teachers who passed the teacher recruitment examination of the graduates of graduate school of education were selected as participants in the study. The data were collected through in-depth interviews and factors were extracted from the collected data through an inductive analysis of categories. In the results of the study, the difficulties experienced by graduate students who major in physical education in graduate school of education in the process to prepare for the teacher recruitment examination were categorized as 'absence of practice classes', ‘the mixture of curriculums’, and‘psychological anxiety.’Lack of practice classes in curriculums of graduate school of education has found that the subjects experience difficulties in preparing for the second practical examination. The mixture of teachers' reeducation and education curriculums has found that the participants in the study take classes related to teachers' reeducation and supplement contents related to the teacher recruitment examination through lectures on the internet and private institutes due to this. And the participants in the study suffer psychological anxiety due to tuition fees of lectures on the internet and private institutes and their older age than undergraduates and have found to experience difficulties in preparing for the teacher recruitment examination due to this. These difficulties of the participants in the study have found to have limits to be solved on an individual level of graduate students of graduate school of education. Finally, the study suggested the addition of practice classes to curriculums for majoring in physical education in graduate school of education and separation and operation of teachers' education from their reeducation as plans to solve difficulties experienced by graduate students who major in physical education in graduate school of education while preparing for the teacher recruitment examination based on the results of the study.

2005학년도 대학입시가 제7차 선택중심 교육과정에 미치는 영향 : 일반계 고등학교 일반사회영역을 중심으로

박재운 경북대학교 교육대학원 2005 국내석사

In the 7th curriculum, the government adopted the selection -centered curriculum in the 2nd and the 3rd grade of high school not only to meet the local and the school's peculiar characteristics and students' demand for education to the full, but also to expand students' right for option. The bottom line of choosing the curriculum is to operate the curriculum equivalent to students' course, aptitude, demand and scholastic ability. Accordingly, we require systematic education that makes students consider their ability, interest, concern and aptitude, so they can opt for their college and major in close connect in with advanced subjects selected in high school. The point of 7th selection-centered curriculum is to help students choose appropriate subjects based on their quality, course and scholastic aptitude. Unfortunately, under the current situation of focusing on college entrance, it is very difficult to set up curriculum which helps decide scholastic courses and choose the appropriate subjects according to his or her aptitude. Today, we are facing serious educational problems ― that is, schools tend to organize a curriculum composed of subjects which are favorable to the students for the college entrance. Students tend to choose several subjects which are beneficial to themselves for the college scholastic ability test, since the grade they earned in the college scholastic ability test is crucial for choosing college or college coursework. In addition, Standard Point System gives rise to imbalance depending on the degree of how difficult examination subjects are. So, it is urgent to improve education reality in that selection-centered curriculum has been being operated out of balance; It is difficult to achieve the goals of social studies that are intended to build the quality of the democratic citizen because the range of option is so narrow for them to study in high school and they are practically forced to select some of social studies depending on high school curriculum and the number of available teaching staff and consequently, the most of selected subjects have little to do with the major subjects in college. To operate the 7th selection-centered curriculum effectively and efficiently under the current system, which expands students' right for option, we should try to improve the process of curriculum organization and curriculum operation, have to necessarily make devices that lessen the percentage of high school record reflection in the college entrance and boost close connection considerably between high school education and college education. Of course, parents and students who rely on private education should change their mind-set: we should value selection-centered curriculum that emphasize students' expectation, aptitude, ability and courses particularly in the college entrance.

대구지역 고등학생의 금융이해도 연구

곽영일 경북대학교 교육대학원 2013 국내석사

So far, most financial literacy tests were analyzed by the score that students got and there were not many studies on the adequacy of test items or diverse factors that can influence students’ financial literacy. Therefore, the purpose of this study was to evaluate the adequacy of test items in Financial Supervisory Service's financial literacy test by analyzing the test conducted to high school students in Daegu in terms of credibility, percentage of correct answers, and item discrimination. In addition, by analyzing the results from the financial literacy test, studies found diverse factors that affected students' understanding of financial literacy and therefore seek how to apply those findings to the real classroom. Based on the purpose of this study, all national and international literature on financial education was researched. This study tested 928 students from 6 different high schools in Daegu for their financial literacy using the Financial Supervisory Service's financial literacy test. The major findings of this study are as follows. First, Cronbach α coefficient of the financial literacy test was 0.769, so the test was reliable. If Cronbach α coefficient of the test is over 0.7, it is considered reliable; the average score of the financial literacy test was 58.9 points. Second, as for the score of each subarea for the financial literacy, the score of income and expenditure management area was the highest; it was followed by risk management, insurance, financial & decision-making and credit & debt management. The score of savings and investment area ranked the lowest. Third, as for the testing the percentage of correct answers, the item discrimination of item No. 11 (0.149), item No. 10 (0.158) and item No. 3 (0.199) was too low. The item No. 11 was related to interest, the item No. 10 to exchange, and the item No. 3 to insurance. The percentage of correct answers of two items, item No. 11 and No. 10 was also low. The percentage of correct answers of item No. 10 was 27.4% and No. 11 was 32.5% each. However, the percentage of correct answers of item No. 3 was 78.1%, which was too high. Items that had too high or too low a percentage of correct answers could influence negatively on the adequacy of financial literacy, thus these three items needed to be modified. Fourth, when it comes to academic skills in group difference, the difference of the scores between the groups which consisted of high-level students and the low-level students was significantly different. Depending on the economic level of home and the academic background of the head of household, the difference of the scores was significantly different. The difference in schools attended was staggering as well. The score of students who attend a special-purpose high school and regular high schools located in the superior district where students have a high level of education was extremely high. Fifth, as for financial activity, the score of the students who had their own named bank account was higher than that of the students who did not, and the difference was statistically significant. When it comes to pursuit of stability, the score of the students who avoided debt was higher than that of the students who did not, and the difference was statistically significant. According to the results of this study, the adequacy of the Financial Supervisory Service's financial literacy test was efficient, but some questions needed to be modified because a percentage of correct answers and item discrimination. Meanwhile, the understanding of subcategories like credit & debt management and savings & investment was low, so when social studies curriculum is made, these subcategories need to be emphasized. Furthermore, financial literacy was significantly different among groups depending on academic skills, economic level of home, the academic background of the head of household and type of school attended. These results suggested that financial education should be strengthened. Finally, as for the financial attitude of students, the financial literacy was significantly different between students who have a bank account and those who do not. It implied that the effect of financial education should be maximized when it is submerged with diverse real-life practices rather than when it is taught theoretically in the classroom.

음악과 중등교원 임용고사 경향 분석 : 임용고사 출제 기준과 사범대학 교육과정의 연계성 중심으로

박찬미 경북대학교 교육대학원 2013 국내석사

The most important things for selecting qualifying teachers are as following; establishing definite standards, setting questions for the teacher certification examination observing the standards, and establishing institutes for training qualifying teachers. These three factors cannot be independent as they should be closely related to each other, and this study was progressed based on this fact. This study analyzed the questions for the teacher certification examinations taken from 2010 to 2013, and set two directions: Firstly, do criteria for setting exam questions and question percentage coincide? Secondly, do curriculum of teacher's college and the contents of the teacher certification examination coincide? For the first study, questions written for the tests from 2010 to 2013 were analyzed and compared to the question percentage: percentage of subject matter education and subject contents, percentage of particular subjects within subject contents, and percentage of Korean traditional music and Western music. Question criteria of the teacher certification examination were set based on the result of the joint research focused on Korea Institute for Curriculum and Evaluation. As a result, percentage of subject matter education was different from that of subject contents. Also, percentage of Western music was six times higher than Korean traditional music. Even though there are standards for setting exam questions, these standards were not obeyed. This phenomenon suggests that question contents depend on examiners, and that it is accepted publicly as a trend. For the second study, curriculums of 10 teacher's colleges, which offer Music Education, were analyzed. As a result, there was one college that does not open a class necessary for the teacher certification examination. Teacher's college has a purpose of training qualifying teachers, and this purpose corresponds with the purpose of the exam. Therefore, curriculum of teacher's college should be united with the exam subjects. On the other hand, even though all the subjects for the exam were included in the curriculum, some of the classes seemed to need betterment. For example, it was possible for students to take all classes of one subject in one semester. However, these subjects are the ones that require a long-term study, such as Harmonics and Counterpoint. Therefore, curriculum seemed to need a systematic and phased management through all college years. In conclusion, for producing qualifying teachers, examiners should obey the question standards, and institutes should reorganize their curriculum to make it conformed to the teacher certification examination.

2015 개정 교육과정 통합과학 수강생들의 물리학Ⅰ 교과 선택 경향 분석

윤규태 경북대학교 교육대학원 2023 국내석사

As the student selection-centered curriculum transitioned from the 7th curriculum to the 2015 revised curriculum, there has been an increasing trend of students avoiding the selection of Physics I. The purpose of this study is to analyze the reasons behind students' choices or non-choices of physics. A survey was conducted among 559 first-year male and female students from four high schools in Daegu Metropolitan City, and the results were analyzed. Among the science exploration subjects that second-grade students prefer, it was noted that more male students opt for Physics I than their female counterparts. Interestingly, male students tend to choose science exploration subjects more evenly, while female students often avoid Physics I in favor of Life Science I. The primary reason for choosing Physics I was its requirement for university admission, followed by personal interest and aptitude. Conversely, students who did not choose Physics I cited reasons such as a perceived lack of interest and aptitude and the heavy workload associated with the subject. In the content elements for each unit of integrated science textbooks, students found that on average, the physical domain was the most difficult, and the earth science domain was the easiest. In addition, when analyzing the questions of the high school 1 National Union Academic Assessment, the only calculated question in the field of physics was found, and the overall correct answer rate of physical questions was lower than that of other science subjects. As the percentage of correct answers was low, students seemed to find physical problems difficult intests such as academic evaluation. Based on the findings of this study, I would like to offer the following suggestions: First, it is evident that the university entrance examination system is significantly impacted by a substantial number of students avoiding Physics I. While Physics I is a mandatory subject in the science and engineering field, students can study without anxiety about their grades if a system is implemented that allows them to pass and progress equally, provided they meet or exceed the standard level in college entrance exams. Second, Physics often involves numerous quantitative calculations and challenging evaluation questions. Teachers can alleviate the burden on students by focusing on how to teach and evaluate these aspects, rather than teaching them unconditionally during classes or assessments. Finally, various environmental factors, including individual student interests, college aspirations, and the entrance examination system, influence the selection of Physics I. With the introduction of the 2022 revised curriculum in 2025, featuring the high school credit system and a shift from the 9th-grade system to the 5th-grade system for school grades, as well as changes in the subjects for the College Scholastic Ability Test to integrated science, further research is necessary to examine how these factors in the new curriculum affect the choice of Physics I.

Bloom의 교육목표 분류학에 대한 대안적 접근의 분석

김인수 경북대학교 교육대학원 2007 국내석사

The purpose of this study is to analyze the alternative approach of Bloom's taxonomy of educational objectives. For this purpose, the study analyzed the characteristics of Bloom's taxonomy of educational objectives and taxonomic system while analyzing and comparing some scholars' taxonomic system like Hauenstein, Anderson et al, Marzano and others who tried to make approach to Bloom's. Bloom's taxonomy of educational objectives has made great contribution to a lot of educational realms and teachers in charge as well as their teaching and learning activities. However, as the century turned into the 21st, a periodical change-the emergence of new ideas and knowledge-has brought about a new transition of Bloom's taxonomy of educational objectives. The basic problems of Bloom's taxonomy of educational objectives pointed out by some scholars up until now have made itself a butt of criticism and finally have raised a necessity of revision of the conventional taxonomy. Accordingly, this study, first of all, took a look at the basic problems Bloom's taxonomy of educational objectives has. Next, for more systematic analysis of the alternative approach of Bloom's taxonomy of educational objectives, the study analyzed the characteristics and its taxonomic system of Bloom's taxonomy of educational objectives. Ever since Bloom‘s taxonomy of educational objectives[1956]was released, the first taxonomic system was proposed by Gerlach and Sullivan[1967]. Together with this, the study of Anderson and others introduced 20 alternative taxonomic systems of Bloom's educational objectives. This study analyzed the characteristics and taxonomic system of Hauenstein, Anderson et.al., Marzano's taxonomy which are presumed to be the most practicable in reality among the scholars who proposed an alternative taxonomic system. Next, the study also analyzed how Bloom's taxonomy and Hauenstein, Anderson et.al. Marzano's taxonomy have been applied and how they can be applied by centering on actual educational fields. Through this study process, the results were found out as follows; First, there are a lot of basic problems with Bloom's educational goals; i.e. inter-relation between essence of idea and learning it embraces was excessively simplified; obscure problems were revealed in hierarchism and validity of nurturing; the usage of highly learned[or sophisticated]terminology makes goals more confusing ; neutrality and educational issues which are the essence of educational goals still remain to be unsettled. Second, Hauenstein re-defined cognitive domain, affective domain, and psychomotor domain by precisely suggesting taxonomic rules on proposals for alternative taxonomy. Above all, he proposed a new taxonomic system adding behavioral domain integrating the three existing domains. Third, Anderson et.al. is tiding over Bloom's one-dimensional unicity [oneness] by proposing two-dimensional taxonomic system in which he classified knowledge dimension as factual knowledge, conceptual knowledge, and procedural knowledge and also classified cognitive dimension as, similar to Bloom's six domains, 'remember','understand' 'application' 'analysis' and 'evaluation.' Especially in cognitive domain, the grade of ranks changed in synthesis and evaluation with the replacement of comprehension with understander and the replacement of synthesis with create. Fourth, Marzano proposed the two-dimensional taxonomic system which classifies knowledge dimension and thought system influencing knowledge patterns. In addition, he proposed 6 levels of thought system and three domains of information procedure, spiritual procedure, affectional procedure, and particularly in each level, information, spiritual and affectional procedures are two-dimensional classification system interactive with one another, dealing with meta-cognitive system and self-systematic thought which Bloom didn't handle in his taxonomy. Lastly, as for applications of Bloom's educational objectives of taxonomy and its alternative taxonomies, the study pursued the realistic educational objective classification chart that can represent Bloom's to meet the needs of the times of ever-increasing knowledge and information, for which the study paper showed an alternative by suggesting a classification chart centering on taking lessons specified in Hauenstein and Anderson et.al., Marzano's taxonomy.

초등학생 한자교육의 실태와 평생교육적 의미

김은환 경북대학교 교육대학원 2007 국내석사

We know that the effective Chinese characters' education was not accomplished because of the valueless discussion on the exclusive use of Hangeul and the use Hangeul together with Chinese characters for the half a century of the past. A language and a character is different things. The language has the strong racial characteristics. But the character can be borrowed without limit.The Chinese characters are not the character for only china today. The Chinese characters are character to have been used through several countries and peoples of the Oriental culture circle from old times. The Chinese characters are character to have history and tradition that have played an important role in our language life and character life before King Sejong made Hangeul. We will do good language life and character life when Hangeul, phonetic is harmonious with Chinese characters,ideogram. Currently Chinese characters are taught to elementary school students mainly through private eduction because public education has not yet systemized. To clarifythe current situation of Chinese character education at elementary school level and look for ways of its improvement, therefore, it is necessary to make comparative analyses of the current status of private education.In a related survey, it was found that 71.8% of elementary school student receive or have received Chinese character education. Problems with the current Chinese character education at elementary school level and their improvement ways can be described as follows. 1) Problems Related to Education System Chinese character education in elementary school should be implemented through formal curriculum. And teachers who specialized in Chinese characters should be employed and then trained in a systematic way. The specialization are needed to become higher since students think of teachers' instruction as the most important in Chinese character education. 2) Problem Related to Education Contents Perceptions of Chinese character education should be improved to implement it properly. For the improvement, the prejudices to such education should be modified.And the difference between text materials for teaching Chinese characters themselves and for cultivating morality through Chinese character education should be recognized by students and parents. In addition, those materials should be integrated in harmony To make Chinese character education systematic, it is important to establish objective of the education which are consistent with real demand by elementary school students. The text material for the education should be supported with appropriate standards of selecting Chinese characters. And the effective teaching method should be developed In conclusion, Chinese character education at elementary school should beimplemented in a systematic plan since students and their parents face the education first at the education level.

합창교육이 청소년기에 미치는 영향 : 고등학생을 중심으로

이혜진 경북대학교 교육대학원 2007 국내석사

인권 개념과 초등학교 교사의 인권 의식

양인숙 경북대학교 교육대학원 2006 국내석사

본 연구는 인권에 대해 아는 것 자체가 인권이라는 문제의식에서 출발하여, 인권교육의 결정적 시기에 있는 초등학교 학생들에게 인권을 지도해야 할 초등학교 교사들이 알아야 할 인권의 개념과 인권 교육에 대해 알아보고, 교사들의 인권 의식을 점검하고 개선책을 찾아보기 위해 실시되었다. 인권은 인간의 권리, 인간답게 살아가기 위해 필요한 모든 권리를 말한다. 따라서 나이나 성별 등 어떤 조건에도 관계없이 모든 인간이 인권의 주체여야 하며, 생활 속에서 향유해야 할 필요성이 있다. 비록 인권이 추구하는 이상이나 목표에 도달하기는 어렵지만, 인권은 인간의 존엄성과 자유, 평등, 생명의 존엄성 등의 가치를 내재하고 있으며, 기본적이고 필수적이며 보편적인 권리이면서 책임을 동반하기 때문이다. 인권에 대해 배우는 것 자체가 권리이며, 교육은 인권과 자유의 주춧돌이라고 한다. 인권 교육을 통해 인권이 가진 가치와 성격 등에 대해 가르치고 인권의 기본적 원리를 알리며 인간다운 생활을 위해 적극적으로 실천할 수 있는 기회를 제공해야 할 뿐만 아니라 정당하고 인간적인 환경을 조성하며 인간존중을 내면화하도록 해야 한다. 이러한 인권 교육의 목적을 실현하기 위해서는 효과적으로 인권에 접근하는 내용을 찾아서 활용하고 아이들의 눈높이에 맞추어 효율적으로 지도할 수 있는 방법을 개발하여 적용해야 한다. 그리고 도덕과나 사회과 등 한정된 과목에서만이 아니라 전 교과와 학급 운영, 특별활동과 재량활동 등의 시간을 충분히 활용하여 구체적인 상황과 맥락 속에서 활동 중심으로 지도하여 효율성을 높여야 한다. 우리나라의 인권 현실은 열악하다고 볼 수 있다. 사랑의 보금자리여야 할 가정에서 아동 학대와 사회에서의 갖가지 차별과 폭력과 무관심, 인간관계의 실종뿐만 아니라 인권을 가르쳐야할 학교마저도 인권의 사각지대라 불린다. 그 결과, 교사가 학부모 앞에서 무릎을 꿇고, 학생이 교사를 폭행하며, 교사끼리 주먹질을 하고, 행사에 참여하지 않은 학생을 몽둥이로 체벌하여 물의를 빚는 등 교육계 내부의 문제가 실시간으로 터져 나와 충격을 던져주고 있다. 학생 인권 교육의 담당인 교사도 사실상 교육상 자신에게 부여된 권리를 제대로 알지도 못하고 행사할 수도 없는 구조적인 모순과 한계에 있고, 학생들마저도 유엔아동권리협약에 명시된 자신의 권리는 물론이고 헌법에 보장된 권리를 제대로 알 기회조차 얻지 못하고 있다. 인권이 무엇인지, 자신이 누려야 할 인권의 내용에는 어떤 것이 있는지에 대해 제대로 교육을 받은 적이 없을 뿐만 아니라, 정해진 규율과 규칙의 준수만을 강요받고 적법한 절차에 의해 자신의 의사를 표명할 기회조차 잃고 살아온 이들에게 인권을 통해 사회 변화를 추구하고 인간답게 생활하기 위한 터전을 가꾸기란 요원한 일이다. 이 모든 열악한 상황을 극복해나가기 위해서는 지금부터라도 인권 교육을 실시해야 한다. 그러나 문제는 인권 교육의 주체인 교사의 인권에 대한 무관심 혹은 무지와 인권 의식이다. 다행히도 설문조사 결과, 인권 일반에 관한 교사들의 의식은 우리 사회의 현실과 맞물려 표현의 자유에 대한 인정 등에 관한 일정 부분 한계는 있다고 하나, 전반적으로 낙관적이라 볼 수 있으나 나이가 어릴수록 인권 자체에 대해 잘 모른다는 사실은 시급히 개선해야 사항이다. 아동인권과 관련된 부분에서는 인권에 대해 모르듯 유엔아동권리협약에 대해 잘 모르나, 학생을 차별하거나 의견을 무시하는 등의 반인권적인 행동은 비교적 적은 편이었다. 그러나 무상 교육에 대한 의식의 변화가 필요하고, 학생의 동의 없는 소지품 검사나 일기 검사, 체벌 방법 등 교사 개개인의 인권 의식을 바탕으로 변화를 추구하는 노력이 매우 중요한 것으로 나타났다. 교사 자신의 인권에 대한 의식과 인권 교육에 대한 부분에서는 개개인의 자율성이 더 확보되도록 해야 하며, 학생과 학부모에 의한 인권 침해 현상이 갈수록 늘어나는 추세이므로 교육계 차원의 대응책이 마련되어야 함을 알 수 있었다. 그리고 학교에서 벌어지는 각종 문제를 해결하는 방법도 체계적이거나 합리적이지 않고 인간관계에 의존하며, 교사의 생각을 관리자에게 전달할 수 있는 시스템의 부재가 소통을 가로막는 것으로 나타났다. 또한 재량활동의 영역과 교재 선택 등 교사와 학생의 의사 반영이 매우 중요한 부분에서 조차도 권리 행사를 하지 못하고 있어 개선이 시급했다. 교사가 인권에 대해 연수할 기회가 없는 것이 인권 교육의 한계로 드러났으며 인권 교육의 필요성에 대한 의식도 선행 연구에 비해 다소 낮은 편이었다. 따라서 인권 교육을 정착해나가기 위해서는 교사와 학생의 관심을 드높이고 자료 개발과 보급 등 국가 차원이 노력이 선행되어야 함을 알 수 있었다. 본 연구의 결과에 따라, 교사가 인권 대한 인식을 확고히 하고 올바른 인권 의식을 함양하기 위해서 필요한 몇 가지 제언을 하고자 한다. 첫째, 다양한 종류의 연수 과목을 개설하여 인권과 인권 교육에 대해서도 연수할 수 있는 기회를 제공해야 한다. 둘째, 교사 양성 기관에서 인권 과목을 개설하여 인권에 대한 지도를 해야 하며, 교사 임용 시험에도 인권과 관련된 내용을 출제하여 인권에 대해 알 수 있는 기회를 제공해야 한다. 정호원 (2002), 교사인권교육의 현황과 개선 방안에 관한 연구, 성균관대학교 석사 학위논문. 셋째, 학교 운영이나 학급 운영에 있어서 교사와 학생의 의사를 반영하는 등 인권을 현실 속에 뿌리내릴 수 있는 시스템을 정착시켜야 한다. 넷째, 유엔아동권리협약의 내용을 학교 교육과정을 통해 가르칠 수 있도록 제도화해야 한다. 다섯째, 학교에서 일어나는 각종 반인권적인 관행을 극복하기 위해서 학생자치회를 현실화하고 학생들과 직접적으로 관계되는 일에 그들의 의견을 반영할 수 있는 제도가 정착되어야 하며, 그 내용은 반드시 당사자들에게 알려야 한다. 여섯째, 무상교육 전면적으로 실시하여 가정환경이나 기타의 이유로 인한 구조적인 차별 문제를 해결해야 한다. 일곱째, 체벌 문제 등과 학생 생활과 관련된 규정의 내용을 학생과 학부모, 교사의 의견을 수렴하여 제정하고, 모든 관계자들에게 알려야 한다. 여덟째, 교내에서 벌어지는 각종 현안과 문제를 체계적이며 합리적으로 해결하고 교사에게 자율성을 부여하기 위해서는 법으로 보장된 각종 권리를 보장하고 교무회의를 의결기구화해야 하며 현재의 승진 제도를 개선하여야 한다. 아홉째, 인권 교육을 활성화하기 위해서 교사와 학생의 관심을 드높이고 자료를 개발하여 보급하는 등의 국가의 적극적인 지원이 필요하다.

대구시 외식종사자의 식품 위생 지식과 식품 위생 관리 수행도에 대한 영향요인 분석

김수민 경북대학교 교육대학원 2022 국내석사

본 연구는 외식업 조리종사자를 대상으로 근무환경, 식품 위생 지식과 식품 위생 관리 수행도에 대한 인식 수준을 살펴보고, 조사대상자의 식품 위생 지식과 식품 위생 관리 수행도에 미치는 요인을 확인하여 안전한 식품 위생 관리의 중요성과 식품 위생교육의 필요성을 알리고자 하였다. 조사대상자는 대구지역에서 외식업에 1년 이상 근무한 성인을 대상으로 설문 조사하여 총 287부를 SPSS 통계프로그램 ver.26.0을 이용하여 통계처리 후 결과를 분석하였으며 결과는 다음과 같다. 조사대상자의 일반적 특성을 살펴보면 나이는 20대에서 50.9%로 가장 많았고, 50세 이상이 6.3%로 가장 낮았으며, 성별은 여성 67.6%, 남성 32.4%로 나타났다. 학력에는 전문대학 졸업 이상이 77.7%, 고등학교 졸업 이상이 22.3%이고, 조리 관련 자격증 유무에서 자격증을 보유한 응답자는 41.5%, 보유하지 않은 응답자는 58.5%로 나타났다. 근무인원은 5명 미만이 43.2%로 가장 많았으며, 고용형태는 정규직이 61.3%로 나타났다. 근무시간은 40시간 초과가 38.3%, 근무경력은 1년~5년 미만이 61.3%로 가장 많았다. 식품 위생교육 실태로 조사대상자가 1년 동안 받은 식품 위생교육의 횟수 중 1회의 응답 비율이 39.7%로 가장 높게 나타났으며, 조사대상자의 일반적 특성에 따른 식품 위생교육 횟수에 대한 교차분석을 실시한 결과 나이, 조리 관련 자격증 유무, 근무시간, 근무경력에서 유의한 차이가 있었다. 위생교육을 실시한 담당자는 총괄 관리자의 응답 비율이 51.6%, 경영주의 응답 비율이 33.8%로 식품 위생교육 담당자의 과반수가 내부 인력을 통한 관리자이었다. 식품 위생교육에 대한 필요성은 5점 만점에 평균 4.25점으로 보통보다 높은 수준으로 나타났다. 조사대상자의 특성에 따른 식품 위생교육에 대한 필요성을 분석한 결과 성별, 학력, 조리 관련 자격증 유무, 근무시간에서 유의한 차이가 있었다. 성별에서는 여성이, 학력에서는 고등학교 졸업 이하에 비해 전문대학 졸업 이상인 경우 식품 위생교육에 대한 필요성이 높았다. 조리 관련 자격증 유무에서는 조리 관련 자격 보유자가 식품 위생교육에 대한 필요성이 높게 나타났다. 근무시간은 15시간 초과~30시간 이하와 40시간 초과가 15시간 이하보다 식품 위생교육에 대한 필요성이 높았다. 조사대상자가 필요한 식품 위생교육 내용으로는 작업위생관리가 가장 높게 나타났으며, 선호하는 식품 위생교육 방법으로는 강연을 통한 교육이 가장 높았다. 식품 위생교육에 대한 이해도는 5점 만점에 평균 3.51점으로 나타났다. 조사대상자의 특성에 따른 식품 위생교육에 대한 이해도를 분석한 결과 학력, 조리 관련 자격증 유무, 근무시간에서 유의한 차이가 나타났다. 학력에서는 전문대학 졸업 이상이, 조리 관련 자격증 유무에서는 조리 관련 자격 보유자가 식품 위생교육에 대한 이해도가 높았다. 근무시간에서는 15시간 이하보다 40시간 초과가 식품 위생교육에 대한 이해도가 높았다. 식품 위생교육에 대한 만족도는 5점 만점에 평균 3.34점으로 식품 위생교육에 대한 만족도가 보통 수준으로 나타났다. 조사대상자의 특성에 따른 식품 위생교육에 대한 만족도를 분석한 결과 학력, 조리 관련 자격증 유무, 근무시간에서 유의한 차이가 나타났다. 학력에서는 전문대학 졸업 이상이, 조리 관련 자격증 유무에서는 조리 관련 자격 보유자가 식품 위생교육에 대한 만족도가 높았다. 근무시간에서는 15시간 이하보다 40시간 초과가 식품 위생교육에 대한 만족도가 높았다. 근무환경은 5점 만점에 평균 3.29점으로 나타났으며, 근무환경을 구분하여 살펴보면 보상적 환경 3.01점, 물리적 환경 3.47점, 인적 환경 3.29점으로 보상적 환경에 대한 인식점수가 가장 낮았다. 세부 항목을 살펴보면 ‘업주 및 동료 간에 관계가 좋다’가 3.59점으로 가장 높게 나타났으며, ‘나의 급여 수준은 업무량 대비 적당하다’는 2.90점으로 낮게 나타났다. 식품 위생 지식 수준의 전체 정답률은 평균 60.3%로 낮은 수준으로 나타났다. 세부 항목을 살펴보면 ‘냉장고의 내부온도는 5℃ 이하, 냉동고의 내부온도는 –18℃ 이하로 관리해야 한다’의 응답 비율은 81.2%로 높은 정답률을 보여 식품 보관 관리에 대한 식품 위생 지식 수준이 높았다. 반면 낮은 정답률의 항목으로 ‘유통기한은 식품의 최상의 품질을 유지할 수 있는 최종일을 의미한다’의 응답 비율은 35.9%로 낮은 정답률 보였다. 따라서 조리종사자의 안전한 식품 관리를 위하여 정답률이 낮게 나타난 식중독 관련 위생 지식을 보강할 수 있는 식품 위생교육이 필요한 것으로 사료된다. 위생 지식에 영향을 미치는 요인을 알아보기 위하여 다중회귀분석을 실시한 결과 조사대상자의 나이, 성별, 학력, 조리 관련 자격증 유무, 근무시간이 식품 위생 지식에 유의한 영향을 미치는 요소로 나타났다. 식품 위생 관리 수행도는 5점 만점에 평균 3.83점으로 보통보다 높았으며, 세부 문항을 살펴보면, 식자재 관리 영역은 평균 4.05점으로 가장 높게 나타났으나 세척·소독 관리영역에서는 평균 3.51점으로 가장 낮게 나타났다. 식품 위생 관리 수행도에 미치는 요인을 알아보기 위하여 다중회귀분석을 실시한 결과 조사대상자의 성별, 학력, 조리 관련 자격증 유무, 고용형태, 근무시간, 물리적 환경, 인적 환경이 식품 위생 관리 수행도에 유의한 영향을 미치는 요소로 나타났다. 본 연구의 결과를 바탕으로 조사대상자들의 올바른 식품 위생 관리 행동을 수행하기 위한 대책과 개선 방안은 다음과 같다. 첫째, 조사대상자의 식품 위생교육 방법 선호도는 20대, 30대에서는 강연을 통한 교육, 40대에서는 업장에서 구두 교육, 50세 이상은 자료 배부를 통한 교육을 선호하여 나이에 따라 선호하는 위생교육 방법이 다른 것으로 나타나 조사대상자의 나이에 따른 다양한 매체를 통한 식품 위생교육 방법이 필요하다. 둘째, 조리 관련 자격증을 소지한 조리종사자의 식품 위생 지식과 식품 위생 관리 수행도가 높게 나타나 외식산업의 안전한 식품 위생 관리를 위하여 조리종사자들이 조리 관련 자격증을 취득하도록 권장할 필요가 있는 것으로 보인다. 셋째, 조사대상자의 식품 위생교육 횟수가 식품 위생 지식에 영향을 미치지 않는 것으로 나타나 단순히 식품 위생교육 횟수의 증가만으로는 조리종사자의 식품 위생 지식 향상이 어려운 것으로 볼 수 있어, 식품 위생교육의 양보다 교육의 질의 향상이 필요하다. 넷째, 조사대상자의 식품 위생 지식이 높더라도 올바른 식품 위생 행동으로 이어지기 어려운 것으로 나타나 식품 위생 지식이 식품 위생 행동으로 이어질 수 있도록 식품 위생 전문가의 식품 위생 행동의 시범 교육과 식품 위생 행동을 강화할 수 있는 교육 프로그램 개발이 필요하다. This study was intended to inform the importance of food hygiene and the necessity of food hygiene education by examining the working environment, food hygiene knowledge, and awareness level of performance of food hygiene management for catering industry cooks, and studying factors affecting food hygiene knowledge and food hygiene performance of survey subjects to ensure safe performance of food hygiene management. The survey subjects were adults who worked in the restaurant business for more than one year in the Daegu area. It analyzed the results after statistical processing using SPSS statistical program ver.26.0 for a total of 287 copies. The results are as follows. Looking at the general characteristics of the survey subjects, 50.9% of them were in their 20s, 6.3% were over 50 years old, and 67.6% were women and 32.4% were men. In terms of academic background, 77.7% of them graduated from junior college or above and 22.3% graduated from high school, 41.5% of respondents had cooking-related certificates, and 58.5% did not. The number of workers in a restaurant was less than 5 employees which was 43.2% of all subjects. 61.3% of them were regular workers. 38.3% of them worked more than 40 hours a week. 61.3% of them had working experience of less than 1 to 5 years. In the case of food hygiene education, the highest response rate was 39.7%, saying that the number of times the survey subject received food hygiene education in a year was 1 time. As a result of cross-analyzing the frequency of food hygiene education according to the general characteristics of the subjects, there were significant differences in age, culinary qualifications, working hours, and work experience. As for the person in charge of hygiene education, the response rate of general managers was 51.6% and the response rate of business owners was 33.8%. The need for food hygiene education averaged 4.25 out of 5 points, higher than usual. As a result of analyzing the necessity of food hygiene education according to the characteristics of the survey subjects, there were significant differences in the factors of gender, educational background, cooking-related certificates, and working hours. In terms of gender, the need for food hygiene education was higher in women than in men, and in terms of educational background, the need for food hygiene education was higher in those who had graduated from college or above than those who had graduated from high school. Regarding the presence or absence of cooking-related qualifications, it was found that those with cooking-related certificates had a high need for food hygiene education. In terms of working hours, the need for food hygiene education was higher for those who worked more than 15 to less than 30 hours and those who had more than 40 hours than those that were less than 15 hours. Occupational hygiene management was the highest in the food hygiene education required by the subjects, and lectures were the most preferred food hygiene education method. The understanding of food hygiene education was found to be 3.51 points on average out of 5. As a result of analyzing the understanding of food hygiene education according to the characteristics of the survey subjects, there were significant differences in education, cooking-related certificates, and working hours. In terms of academic background, those who graduated from junior college or above, and those who had cooking-related certificates had a high understanding of food hygiene education. In working hours, those who work more than 40 hours had a higher understanding of food hygiene education than people working less than 15 hours. Satisfaction with food hygiene education averaged 3.34 out of 5, indicating that satisfaction with food hygiene education was moderate. As a result of analyzing the satisfaction with food hygiene education according to the characteristics of the survey subjects, there were significant differences in education, cooking-related certificates, and working hours. In terms of academic background, those who graduated from junior college or above, and those who had cooking-related qualifications had high satisfaction with food hygiene education. In working hours, those who work more than 40 hours were more satisfied with food hygiene education than people working 15 hours or less. The working environment averaged 3.29 out of 5. When classifying the working environment, the compensatory environment score was the lowest at 3.01 points with physical environment 3.47 points, and human environment 3.29 points. Looking at the detailed items, "the relationship between business owners and colleagues is good" was the highest at 3.59 points, and "my salary level is appropriate compared to my workload" was 2.90 points, which was low. The overall correct answer rate at the level of knowledge of food hygiene was 60.3% on average, which was low. Looking at the detailed items, 81.2% of the respondents said, "The internal temperature of the refrigerator should be managed below 5°C and the internal temperature of the freezer below -18°C," showing a high level of knowledge of performance of food hygiene management. On the other hand, as an item with a low correct answer rate, the response rate of "expiration date means the final date to maintain the best quality of food" was 35.9%, showing a low correct answer rate. Therefore, for the safe food management of cooking workers, food hygiene education is considered necessary to reinforce food poisoning-related hygiene knowledge due to the low correct answer rate. As a result of multiple regression analysis to find out the factors influencing hygiene knowledge, the survey subjects' age, gender, educational background, cooking-related certificate, and working hours were found to have a significant influence on food hygiene knowledge. Food hygiene performance was higher than usual with an average of 3.83 points out of 5, and looking at detailed questions, the food material management area was the highest with an average of 4.05 points, but the lowest with an average of 3.51 points in the cleaning and disinfection management area. As a result of multiple regression analysis to find out the factors affecting food hygiene performance, the survey subjects' gender, educational background, cooking-related certificate, employment type, working hours, physical environment, and human environment were found to have a significant influence on food hygiene performance. Based on the results of this study, measures and improvement methods to correct performance of food hygiene management behavior of the survey subjects are as follows. First, the survey subjects' preference for food hygiene education is different depending on their age, as they prefer education through lectures in their 20s and 30s, oral education in their 40s, and hygiene education through data distribution in their 50s. Second, it seems necessary to encourage cooking workers to obtain cooking-related certificates for safe performance of food hygiene management in the restaurant industry as cooking-related certificates have high food hygiene knowledge and performance of food hygiene. Third, it is difficult to improve the food hygiene knowledge of culinary workers simply by increasing the number of food hygiene education. So the quality of education needs to be improved rather than the amount of food hygiene education. Fourth, even if the survey subjects have high knowledge of food hygiene, it is difficult to correct food hygiene behavior. So it is necessary to develop an educational program that can strengthen food hygiene behavior by food hygiene experts.