技術敎師의 敎科敎育 관련 職務遂行能力에 관한 硏究 = (A)study on the job performance competencies of technology teacher regarding curriculum education

다국어 초록 (Multilingual Abstract)

To begin with, the first issue raised as an educator is how much professionalism the educator has. The professionalism of the teacher can be found from his/her professional knowledge on the related curriculum and educational practice competency.
We have approached the study to find a countermeasure to the pending issues of technology education that occur on the education field, and have assumed in order to achieve the goal of technology education, more than anything a qualitative technology education practice is required and to achieve such practice there has to be a systemized educational program to develop the professionalism of technology teachers.
The objective of the research is to study and formulate the job performance competency criterions of technology teacher from a specialist′s perspective that can contribute to the educational activity of developing professionalism of technology teacher including the performance required from new and present technology teachers, operation of in-service training and evaluation of the teachers.
According to the job analysis of DACUM, the tasks of the technology teacher are 9 Duties and 140 tasks, and tasks to be reflected in the new technology teacher fostering programs are 8 divisions and 78 tasks. In addition, the tasks of in-service training of technology teachers are 9 divisions and 45 tasks.
Following four sequential Delphi study, we have structured the performance of technology teacher into 5 clusters of competencies, 10 competencies and 41 criterions categories. During the fourth research, we have derived the feasibility of the technology teacher performance competency and content validity ratio (CVR); the overall average value was relatively high with feasibility at .425 and CVR at .80. In addition, following the computation of Cronbach coefficient αon the feasibility of each area and task categories, the Cronbach coefficient α on large, medium and detailed area were .73, .88 and .95 respectively, which were higher than the reliability coefficient general satisfactory level of .60.
Of the importance of job performance competency of technical teacher, in the large and medium group there were not much cognitive difference between the teacher group and researcher group. In the detail area, there was a cognitive difference in three task categories.
We have synthesized the analysis result of feasibility, reliability and importance on structured performance competency of technology teacher and have structured the job performance competency category of technology teacher′s 41 criterions of competencies categories, ten categories in competency and five categories in cluster competencies.
The result of job performance competency connected with major subject(curriculum) education of technology teachers′ found from the study is as follows; The ′criterion′ of competency of technology teachers′ job performance competency in ′competency′ and ′cluster of competency′.
A. Designing the teaching and learning of Technology curriculum
A1. Competency of analyzing the educational process of technology curriculum
A1-1. We are able to recognize the philosophical background, educational purpose and content importance of technology curriculum.
A1-2. We are able to analyze technology curriculum national performance standard, curriculum interpretation and textbook.
A1-3. We are able to analyze district and school level curriculum allocation and operation.
A1-4. Analyze characteristics of the learner and teacher education environment.
A1-5. We are able to establish school educational plan and operation plan on the technology education curriculum analysis result.
A2. Competency of planning the teaching and learning of technology curriculum
A2-1. We are able to prepare annual technology curriculum teacher education plan.
A2-3. We are able to select study method according to the technology curriculum performance standard and educational content.
A2-2. We are able to select and restructure school level educational content according to the technology curriculum performance standard.
A2-3. We are able to research, analyze, update and share technology curriculum teacher education document.
A2-4. We are able to development medium (ICT) and document according to the technology curriculum teacher education environment.
A2-5. We are able to research, analyze, update and share technology curriculum teacher education document.
B. Practicing the teaching and learning of technology curriculum
B1. Competency of practicing the teaching and learning method of technology curriculum
B1-1. We are able to apply appropriate study method according to the technology curriculum achievement standard and content.
B1-2. Make use of technology curriculum teacher study medium (ICT) and data.
B1-3. We are able to actively interact with the learner.
B2. Competency of guiding the teaching and learning process of technology curriculum
B2-1. We are able to guide the theory and experience that connect with the effect and evaluation of the technology for the society.
B2-2. We are able to guide the theory and experience that connect with such technology systems as manufacturing, construction, transportation, IT and Bio-technology, etc.
B2-3. We are able to guide the theory and experience that connect with technical innovation and invention.
B2-4. We are able to guide the theory and experience that connect with technical problem solving and designing process.
B2-5. We are able to guide the future course through an integrative approach method relating to the technology.
C. Evaluating the teaching and learning of Technology curriculum
C1. Competency of evaluation on the learner
C1-1. We are able to select performance standard of technology curriculum that reflects the characteristics of the school.
C1-2. We are able to establish evaluation plan according to the technology curriculum performance standard, education content and learning method.
C1-3. We are able to collect various appraisal documents on the teacher education process.
C1-4. We are able to evaluate the result of learning process.
C1-5. We are able to use the results of the evaluation and analysis for the improvement of the teaching and learning.
C2. Teacher′s Competency of insight(understanding)
C2-1. Evaluate and analyze the teaching activity plan-process-result.
C2-2. Apply the analyzed result to the improvement of the teaching activity.
D. Establishing/operating of the educational facilities, organization and operation
D1. Competency of Fostering technology education curriculum environment
D1-1. We are able to formulate budget for annual experiment-training of technology curriculum and experience activity.
D1-2. We are able to restructure technology education curriculum environment.
D2. Competency of Operating technology curriculum educational facility
D2-1. We are able to establish annual operation plan of technology curriculum educational facility.
D2-2. We are able to prepare technology curriculum tools and equipments standard appropriate to the school size.
D2-3. We are able to purchase-manage-use various tools and equipments of technology curriculum educational facility.
D2-4. We are able to use technology curriculum educational facility for community activity or development activity space.
D3-5. We are able to plan and establish safety measures for technology curriculum educational facility and guide student safety
D2-6. We are able to evaluate and improve the technology curriculum educational facility operation result.
E. Developing the expertise of technology curriculum
E2. Competency of foster professional stance on technology curriculum
E1-1. We develop our pride and mission on the educational effect of technology curriculum and its influence on the society.
E1-2. We develop our responsibility on the participatory attitude-act-result on the technology education curriculum decision
E1-3. We are able to actively cope with the technology, society and learner′s environmental change.
E2. Competency of Maintaining-Developing the professionalism on technology curriculum
E2-1. We develop our understand the latest trend and research information on the domestics and overseas technology education and build the competency to apply them to the real fields.
E2-2. We develop our foster competency to resolve problem on the technology education fields.
E2-3. We are able to research and practice on technology education curriculum and share information.
E2-4. We are able to establish plan and participate in the training on technology education.
E2-5. We are able to reflect on the professional development activity.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 = 5
• 3. 용어의 정의 = 6
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 교사의 직무수행능력과 전문성 = 7
• 가. 교사의 직무수행능력 = 7
• 나. 교사의 전문성과 능력중심 교사교육 = 23
• 2. 기술교사의 직무수행능력 = 35
• 가. 기술교과 교육의 특성 = 35
• 나. 기술교사의 직무수행능력과 기준 = 63
• 3. 직무분석 = 74
• 가. 직무분석의 개념과 방법 = 74
• 나. 데이컴 = 77
• Ⅲ. 연구 방법 = 80
• 1. 연구 절차 = 80
• 2. 조사 대상 = 82
• 가. 데이컴 대상 = 82
• 나. 델파이 조사 대상 = 82
• 3. 조사 도구 = 84
• 가. 델파이 조사지 제작 = 84
• 나. 타당도와 신뢰도 = 85
• 4. 자료 수집 및 분석 = 93
• 가. 자료 수집 = 93
• 나. 자료 분석 = 93
• Ⅳ. 연구 결과 및 해석 = 96
• 1. 기술교사의 데이컴 결과 = 96
• 가. 기술교사의 직무 = 96
• 나. 기술교사의 직무에 대한 임무별 수행 과업 표 = 101
• 다. 기술교사의 양성교육프로그램에 반영 가능한 직무 = 105
• 라. 기술교사의 재교육프로그램에 반영 가능한 직무 = 108
• 2. 델파이 조사 결과 = 110
• 가. 제 1차 델파이 조사 결과 = 113
• 나. 제 2차 델파이 조사 결과 = 120
• 다. 제 3차 델파이 조사 결과 = 130
• 라. 제 4차 델파이 조사 결과 = 135
• 3. 기술교사의 교과교육 관련 직무수행능력 = 157
• Ⅴ. 요약, 결론 및 제언 = 160
• 1. 요약 = 160
• 2. 결론 = 164
• 3. 제언 = 166
• 참고 문헌 = 167
• ABSTRACT = 178
• 부록 = 184

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