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Gutaek Bae(Gutaek Bae),Daesung Lim(Daesung Lim),Youngsil Lee(Youngsil Lee),Youngik Kim(Youngik Kim),Soonsun Park(Soonsun Park) J-INSTITUTE 2024 Regulations Vol.9 No.-
Purpose: The purpose of this study is to examine the phenomenon of regional extinction in Korea, and to explore ways of cooperation and response between local governments and local universities in regions at risk of regional extinction in order to solve various problems such as population decline, job creation, and migration of young people. Method: To achieve the purpose of this study, various previous studies and data were reviewed in order to overcome the crisis of regional extinction through cooperation between local governments and regional universities through a theoretical review of the Korean government's policies related to regional extinction, the importance and policies of regional universities, and policies related to foreigners. Results: In order to overcome the phenomenon of regional extinction, it is necessary to actively attract and manage foreign students. In addition, a close cooperation system should be established between regional governments, regional universities, and local industries. In particular, regional universities play a role in selecting and educating local talents and settling them in the local community, so specialized and systematic training in culture, education, language, and vocational skills should be provided to highly qualified international students. Conclusion: In order to overcome regional extinction, regional governments, regional universities, and local industries must work together. Therefore, it is hoped that this study will serve as a basis for policy alternatives to prevent regional extinction.
수업관찰 유형에 따른 수업전문성 요인 차이 분석: ICALT 수업분석 관찰도구 활용을 기반으로
장순선 ( Soonsun Jang ),이옥화 ( Okhwa Lee ),김득준 ( Deukjoon Kim ) 한국교육공학회 2018 교육공학연구 Vol.34 No.3
본 연구의 목적은 동영상 관찰과 직접 관찰 수업분석결과를 비교하여 두 수업관찰 유형 간에 분석결과에 수업전문성 요인의 차이가 있는지 분석하기 위함이다. 두 가지 수업관찰 유형의 분석을 위해 수업전문성 분석도구인 ICALT를 활용하였다. ICALT 도구 사용법 훈련을 통해 검증된 수업관찰 전문가가 2016-2017년 충남, 충북, 대전, 경기도 울산지역에서 수집한 총 458건(동영상 관찰 103건, 직접 관찰 355건)의 수업분석결과를 대상으로 두 관찰유형별 차이를 분석하였다. 탐색적 요인분석을 사용하여 동영상 수업관찰과 직접 관찰 수업관찰의 결과에 차이가 있는 것이 확인되었다. 동영상 관찰의 탐색적 요인분석 과정에서 제거되었던 ICALT 수업전문성 요소는 1 영역(안전하고 고무적인 수업분위기)와 2 영역(효율적 운영 영역)은 모든 문항과 4영역(집중적이고 활발한 수업)의 3 문항, 3영역(명료하고 구조화된 수업분위기)과 6 영역(교수학습 전략)은 1 문항이었다. 반면, 수업 전문성의 난이도가 높은 5영역(학생 간 차이를 반영한 수업과 학습자 조절)의 경우는 모든 문항이 제거되지 않았다. 따라서 수업분석을 위한 동영상 녹화시 안전하고 고무적인 수업분위기와 효율적 운영, 집중적이고 활발한 수업에 대한 관찰이 가능하도록 교사와 학생들의 상호활동들이 포함되도록 유의해야 할 것이고, 명료한 방식으로 수업내용을 제시하고 설명하고 학생들이 비판적으로 생각하도록 유도하는 활동이 동영상에 포함되도록 고려해야 할 것이다. Many teachers are interested in enhancing their teaching skills and class observation is often used as the practice to meet their needs. There are two kinds of class observation: direct classroom observation and indirect class observation. The purpose of this study is to find out whether these two observation shows differences in analysis of teaching skills. ICALT observation tool is used. Data of 458 cases (103 video observation and 355 direct class observation) was collected in 2016-2017 throughout Chungnam, Chungbuk, Daejeon, Kyunggi and Ulsan area. Through the exploratory factor analysis, it was proven that there are differences between these two class analysis by the exploratory factor analysis. The teaching skills which were not grouped are domain1 (safe and stimulating learning climate), domain2 (efficient organization) and domain4 (intensive teaching). It is recommended that video taping for class requires caution for domain1,24 while still an item from domain 3,6 require also extra considerations.