현직 유아교사가 인식한 핵심역량 중요도와예비유아교사의 핵심역량 수준 차이

황지애,김성재 한국열린유아교육학회 2018 열린유아교육연구 Vol.23 No.6

This study aims to seek educational methods that can enhance core competences recognized significantly on the job by diagnosing the level of core competences of pre-service teacher. In order to achieve the purpose of this study, the core competences of pre-service teachers were diagnosed using K-CESA, and then the level of importance of core competences recognized by early childhood teachers was analyzed. The results of this study are as following. First, the personal relations competence was at the highest level among the core competences of pre-service teachers, followed by self-management competence, global competence, application ability of resources, information and technology, comprehensive thinking skills, and communication competence. Second, the analysis of the level of importance of core competences recognized by early childhood teachers showed that self-management competence was the most important, followed by communication competence, personal relations competence, comprehensive thinking skills, application ability of resources, information and technology, and global competence. Third, the results of analysis on the difference between the level of importance of core competences recognized by early childhood teachers and the level of the actual core competence of pre-service teachers showed that early childhood teachers recognized self-management competence, communication competence, and personal relations competence to be important in the decreasing order, while the actual core competences of pre-service teachers were recognized to be important in decreasing order of personal relations competence, self-management competence, and global competence. Based on the results of this study, improvements in the early childhood teacher nurture curriculum to enhance the core competences of pre-service teachers were proposed. 본 연구는 예비유아교사들의 직업기초능력으로서의 핵심역량 수준을 진단하여, 현장직무에서 중요시되는 핵심역량을 증진시킬 수 있는 교육적 방안에 대해 모색하고자 하였다. 연구목적의 달성을 위해 K-CESA를 활용한 예비유아교사들의 핵심역량 진단, 유아교사들이 인식한 핵심역량의 중요도 수준분석 순으로 진행하였다. 연구결과 첫째, 예비유아교사들의 핵심역량은 대인관계역량이 가장 높았고, 자기관리역량, 글로벌역량, 자원·정보·기술의 활용역량, 종합적 사고력, 의사소통역량 순으로 나타났다. 둘째, 유아교사들이 인식한 핵심역량의 중요도 수준을 분석한 결과, 자기관리역량, 의사소통역량, 대인관계역량, 종합적사고력, 자원·정보·기술의 활용역량, 글로벌역량 순을 보였다. 셋째, 예비유아교사들의 핵심역량 수준과 유아교사들이 인식한 핵심역량의 중요도 수준과의 차이를 분석한 결과, 유아교사들은 자기관리역량, 의사소통역량, 대인관계역량을 순차적으로 중요하다고 인식한 반면, 예비유아교사들의 핵심역량 측정결과는 대인관계역량, 자기관리역량, 글로벌역량 순으로 나타나 차이를 보였다. 연구결과를 토대로 유아교사양성과정에서 예비유아교사들의 핵심역량을 높이기 위해 개선해야 할 내용을 제언하였다.

유아교사의 근무환경, 자율성, 전문성, 핵심역량 간의 구조적 관계

장옥선,서현아 부산대학교 과학교육연구소 2023 교사교육연구 Vol.62 No.3

본 연구는 유아교사의 근무환경, 자율성, 전문성, 핵심역량 간의 구조적 관계를 살펴보는데 그 목적이 있다. 이를 위하여 B시에 소재한 유치원 20곳과 어린이집 30곳 총 50곳에 재직중인 유아교사 536명을 대상으로 자료를 수집하였고, 수집된 자료는 기술통계, 상관관계분석, 구조방정식모형분석을 실시하였다. 연구결과를 살펴보면 첫째, 유아교사의 근무환경, 자율성, 전문성, 핵심역량 간의 구조적 관계를 분석한 결과, 먼저 근무환경은 전문성에 유의한 정적 영향을 미치는 것으로 나타났으며, 근무환경은 자율성에 유의한 정적 영향을 미치는 것으로 나타났다. 다음으로 자율성은 핵심역량에 정적 영향을 미치는 것으로 나타났고, 전문성은 핵심역량에 정적 영향을 미치는 것으로 나타났다. 마지막으로 근무환경은 핵심역량에 정적 영향을 미치는 것으로 나타났다. 따라서 유아교사의 근무환경, 자율성, 전문성, 핵심역량은 통계적으로 구조적 관계가 있는 것으로 나타났다. 둘째, 유아교사의 자율성과 전문성은 핵심역량에 간접적인 영향을 미쳤고, 유아교사의 근무환경과 핵심역량 간의 관계에서 자율성과 전문성은 간접적인 영향을 미친 것으로 나타났다. 따라서 유아교사의 근무환경, 자율성, 전문성은 유아교사의 핵심역량과 구조적 관계를 나타내는 변인이며, 이때 자율성과 전문성은 매개변인임을 알 수 있다. 이러한 연구결과는 유아교사의 핵심역량 강화 방안을 위한 조직과 환경적인 차원에서 근무환경을, 개인적 차원에서는 자율성과 전문성을 종합적으로 고려해야 하는 근거를 제공하여 유아교사의 핵심역량 중진을 위한 방안을 제시하는 데 의의가 있다. The purpose of this study was to examine structural relationships among early childhood teachers' working conditions, autonomy, professionalism, and core competence. For the purpose, the study surveyed 536 teachers who were working for any of 50 early childhood education institutes located in B city, specifically 20 kindergartens and 30 nurseries. From the survey, data were collected, and processed through descriptive statistics, correlation analysis and structural equation modeling analysis. The findings of this research can be summarized by the following. Firstly, when it comes to structural relationships among early childhood teachers' working conditions, autonomy, professionalism, and core competence, it turned out that working conditions had a significant and positive impact on professionalism as well as autonomy. Additionally, it was discovered that autonomy had a positive influence on core competence which was also positively affected by professionalism. Moreover, working conditions had a positive affect on the teachers’ core competence. From the perspective of statistics, early childhood teachers' working conditions, autonomy, professionalism, and core competence are structurally related to one another. Secondly, it was shown that autonomy and professionalism had an indirect impact not only on core competence, but also on relationships between working conditions and core competence. As far as early childhood teachers are concerned, working conditions, autonomy and professionalism are factors that have structural relationships to core competence and, especially, autonomy and professionalism. When all the above findings are considered, this study seems meaningful since it basically determines reasons why strengthening early childhood teachers' core competence requires a comprehensive consideration of working conditions in an organizational or environment dimension and autonomy and professionalism in a personal dimension Also, the study is regarded valuable in that it provides how to improve early childhood teachers' core competence.

대학생들의 인성발달이 핵심역량에 미치는 영향 -인문학적,글로벌,창의융합,봉사헌신,소통협업 역량을 중심으로-

김은주 ( Eun Joo Kim ),성명희 ( Myeong Hee Seong ) 한국윤리교육학회 2016 윤리교육연구 Vol.0 No.40

본 연구는 대학생들의 인성발달 변인이 핵심역량 변화에 미치는 영향을 분석하는데 있다. 연구목적 달성을 위해 2015학년도 2학기 수도권에 위치한 E대학 학생 786명을 중심으로 분석이 이루어졌다. 수집된 자료의 통계분석은 PASW Statistics 18.0 프로그램을 사용하였다. 분석결과, 첫째, 인성발달과 핵심역량은 정적 상관이 있는 것으로 나타났다. 둘째, 인성발달의 하위요인 중 핵심역량 하위요인 각각에 미치는 영향요인을 분석한 결과, 인문학적 핵심역량에는 인성발달의 하위요인중 도덕적 자기인식, 습관, 양심이 유의미한 예측력을 보였고, 글로벌 핵심역량과 창의융합 핵심역량에는 인성발달의 하위요인 중 도덕적 추론, 습관이 유의미한 예측력을 보였다. 봉사헌신 핵심역량에는 인성발달의 하위요인 중 감정이입, 도덕적 자기인식, 습관, 양심이 유의미한 예측력을 보였고, 소통협업 핵심역량에는 인성발달의 하위요인 중 감정이입, 반성적 의사결정, 습관, 도덕적 자기인식이 유의미한 예측력을 보였다. The purpose of this study is to analyze the influence of personality development variables of college students on the changes of their core competence. In order to achieve this, the analysis was done on 786 students in E university located in Gyeonggi Province in the fall semester of 2015. The statistical analysis of collected data was accomplished through PASW Statistics 18.0 program. According to the results, first, personality development and core competence proved to be in a positive relationship. Second, the results of the analysis on the respective subordinate factors of core competence among the subordinate factors of personality development showed significant prediction in moral self-recognition, habits, and conscience for humanistic core competence. Moral inference and habits showed significant prediction among the subordinate factors of personality development in global core competence and creative convergence core competence. Empathy, moral self-recognition, habits, and conscience showed significant prediction among the subordinate factors of personality development in voluntary work and devotion core competence. Empathy, reflective decision making, habits, and moral self-recognition showed significant prediction among the subordinate factors of personality development in communication and cooperation core competence.

Design of Liberal Arts Curriculum Centered on Core COMPETENCIES

강영돈 J-INSTITUTE 2020 International Journal of Human & Disaster Vol.5 No.2

Purpose: This study examined the reinforcement of the linkage of the university's liberal arts curriculum at the revised core competencies in the national education charter in the 2015. In addition, it was to clarify the ways to enhance the completeness of the liberal arts curriculum. the reasons for introducing core competencies into the liberal arts curriculum, the interconnection between core competencies, and ways to enhance the completeness of it. Method: It was investigated that it has a great effect in increasing the value of self-directed learning and im-proving imaginative creativity by fusion of learners' theoretical knowledge inquiry and performance ability. Moreover, various teaching and learning methods were sought to enhance problem-solving skills centered on core competencies, and the continuity with the local industry was identified through the link between core competen-cies and liberal arts education talent training. In other words, it was found that certain core competencies do not exist independently, but that there is an organic relationship between core competencies, it has revealed that two or more different core competencies should be converged to develop one core competency. Results: By expanding these discussions, the major features were examined while analyzing the cases of de-signing the five core competencies of the faculty of the liberal arts department at D University. Conclusion: The design of the liberal arts curriculum based on the core competencies proposed in this study will help to establish the learning performance and evaluation system, and if the detailed competencies of learners are quantified and evaluated, it can be drawn by the conclusion that they can be used to internalize the quality management of competency-based liberal arts education and to improve education on a continuous basis. It is expected that the curriculum designed based on the competency of liberal arts education wil be useful in design-ing the competency-based education design of other universities, and it will serve as a reference for the internali-zation of the expanding competency-oriented education and evaluation.

The Impact of Grit on University Student’s Core Competency in Dental Hygiene Students

박수옥,Young-Sik Cho 한국치위생과학회 2019 치위생과학회지 Vol.19 No.3

Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual’s long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal–Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. Results: The difference of ‘grit’ according to general characteristics was statistically significant in ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘grade point average (GPA)’. The difference in ‘core competency’ according to general characteristics was statistically significant in ‘grade’, ‘department selection’, ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘GPA’. Among the sub-areas of ‘grit’, ‘perseverance of effort’ showed a high correlation with ‘core competency’ and was statistically significant. As a result of regression analysis, ‘major satisfaction’, ‘perceived academic achievement’ and ‘grit’ of dental hygiene students had a statistically significant influence on ‘core competency’. Meanwhile, ‘GPA’ was not seen to be statistically significant in ‘core competency’. Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, ‘perseverance of effort’ had a statistically significant effect on ‘problem-solving competency’ and ‘academic competency’, which are ‘core competency’ sub factors.

공과대학생의 핵심역량 분석과 비교과 활동의 활용

황순희 한국공학교육학회 2018 공학교육연구 Vol.21 No.6

This research aims to analyze core competencies of engineering students in Korea as well as to explore the application plans of extracurricular activities(hereafter, ECA) and programs in order to enhance their core competencies. Participation in ECA has long been recognized as having positive benefits and impacts upon students. To achieve the purpose of this study, first, we investigated whether there were differences between core competencies in undergraduates according to majors, gender and grades. ‘Core competencies’, first introduced in management theory as ‘core competency' can be defined as personal attributes or underlining characteristics, capable of delivering a role or job. ‘Core competencies’ has received particular attention in recent years and there has been much related research (domestic and foreign) combined with diverse factors. However, few studies have addressed the question on engineering student’s core competencies as well as the ways of their enhancement. This study was conducted with a total of 286 students, and core competencies have been measured online, through K-CESA. Our findings show that firstly, there were significant differences in undergraduate students’ core competencies by majors. Engineering students scored significantly lower in core competencies overall. Second, there was no significant difference in students’ core competencies by gender and grade. Third, there was a significant correlation among components of core competencies. Finally, there was a significant correlation between core competencies and grades(GPA, grades in major subject & liberal arts subject), rather levels in the correlation were low. Furthermore, the study suggested that the appropriate application of extracurricular activities would enhance core competencies of students.

개인변인과 학업변인에 따른 대학생의 핵심역량 변화

박혜영(Park Hye-Young) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.15

본 연구의 목적은 대학생의 개인변인과 학업변인에 따라 핵심역량의 변화를 살펴보고 핵심역량을 대학교육 변화에 적용하는 방안을 모색하는데 있다. 연구를 위해 핵심역량 진단검사를 매년 진행하고 있는 충남의 S대학에 재학 중인 학생 중 2015년에서 2017년까지 3년간 핵심역량 진단검사를 실시한 400명의 학생을 연구대상으로 선별하였다. 본 연구의 자료는 신뢰도분석, t-검정, F-검정, Scheffe 사후검정, 구형성 검정과 반복측정분산분석을 실시하여 분석하였다. 연구결과, 측정년도에 따른 핵심역량은 유의하게 향상되는 것으로 나타났다. 개인변인인 성별에 따른 핵심역량에는 유의한 차이가 나타났으나 핵심역량의 시간적 변화에는 유의한 차이가 나타나지 않았고 계열에 따라서는 핵심역량과 핵심역량의 시간적 변화에도 유의한 차이가 있는 것으로 나타났다. 학업변인인 비교과활동 참여유무에 따른 핵심역량과 핵심역량의 시간적 변화에 유의한 차이가 나타나지 않았으나 평점에 따른 핵심역량과 핵심역량의 시간적 변화에는 유의한 차이가 나타났다. 본 연구는 핵심역량을 향상시키기 위한 방안과 연구를 일반화하기 위한 추후연구를 제안하였다. The purpose of this study is to examine the changes in core competency according to the individual background and academic variables of university students and to explore methods to apply core competency to improve university education. For the study, 400 students who are attending S University in Chungnam Province and took part in the core competency test for three year in a row, were selected. The data in this study were analyzed by conducting reliability analysis, t-test, F-test, Scheffe post-test, spherical test and repeated-measure ANOVA for longitudinal analysis. The results were as follows. There were significant improvement of university students in core competency over academic year. There were significant differences in core competency by gender, which were individual background but not significant differences in change of core competency. There are significant differences in core competency and change of core competency over academic year according to the major groups. There was no significant differences in core competency and change of core competency over academic year due to participation in comparative courses. There were significant differences in core competency and core competency chances over academic year due to their GPAs. This study proposed the measures to improve core competency and further research to generalize the results.

대학생들의 핵심역량 인식 분석 - J대학교 학생들을 대상으로

황경수,권순철,고봉조 한국교양교육학회 2015 교양교육연구 Vol.9 No.3

This study is aimed to evaluate the awareness of the core competencies of J university students who operates a core competencies curriculum. The purpose of the J university students in June 2014 in order to achieve conducted a survey on core competencies recognized as a destination. The results of this study are as follow. First, the students' core competencies recognition was higher than the demand for non-cognitive skills cognitive domain. In other words, collegiate students were aware of the important interpersonal skills, self-management skills. In addition, the perception of undergraduate core competencies were aware that it is important, regardless of their colleges, grade, gender, military status, family from high school, admission type. Second, the class of collegiate curriculum on core competencies satisfaction, instruction, classroom environment, classroom performance, and was found to recognize students' achievements, class operations. The operational strategy of the competency-based curriculum has been derived from it. This study is significant to research on the results of operations of our core competencies curriculum by introducing a core competencies in curriculum. The data could be based on the reference number and core competencies-based curriculum in many universities to introduce further study the curriculum as a basis for future research on core competencies-based curriculum. 본 연구는 핵심역량 교육과정을 운영한 J대학교 학생들의 핵심역량에 대한 인식을 알아보고자 하는데 목적이 있다. 이러한 목적을 달성하기 위하여 2014년 6월에 J대학교 학생들을 대상으로 핵심역량 인식에 대한 설문 조사를 실시하였다. 이에 대한 연구결과는 다음과 같다. 첫째, 대학생들의 핵심역량 인식은 인지적 영역보다는 비인지적 역량에 대한 요구가 높게 나타났다. 즉, 대학생들은 대인관계 능력, 자기관리 역량에 대해서 중요하게 인식하고 있었다. 또한 대학생 핵심역량에 대한 인식은 소속대학, 학년, 성별, 군복무 여부, 출신고교 계열, 입학유형에 관계없이 중요하다고 인식하고 있었다. 둘째, 핵심역량 대학교육과정에 대한 수업내용, 수업성과, 수업운영 등에서 대학생들의 인식을 알 수 있었다. 이를 통해 역량기반 교육과정의 운영 전략을 제안 할 수 있었다. 본 연구는 대학교육과정에 핵심역량을 도입하여 핵심역량 교육과정을 운영한 결과에 대한 연구라는 데 의의가 있다. 핵심역량 기반 대학교육과정에 대한 기초연구로서 앞으로 핵심역량을 학교교육과정에 도입하려는 여러 대학교에 참고할 수 있으며 역량기반 교육과정 후속연구에 기초자료가 될 수 있을 것이다.

대학 교양수업의 핵심역량 평가 연구 - S대학 교양일본어 수업을 중심으로 -

김은영,최원재 일본어문학회 2023 일본어문학 Vol.101 No.-

The purpose of this study is to present an evaluation method of the specific core competence for the Japanese language courses in Liberal Arts. The course objectives were specified by S University’s four core competencies. The behavioral indicators necessary to achieve the class goal were derived from listening, speaking, reading, writing, and cultural understanding through class content analysis. The achievement standard for core competencies was evaluated by behavioral indicators, and the evaluation standard was set up with reference to the high school Japanese language level. The evaluation methods used were quizzes, assignments, and tests. The data were collected and analyzed from the class satisfaction survey, the relationship between core competencies achieved in class and academic achievement/university core competency diagnosis scores. The result showed that, in the core competency evaluation, about 80% of the competency was achieved in the class. Also, in the satisfaction survey, it was found that liberal arts Japanese classes were helpful in improving core competencies. The core competencies achieved in class showed a statistically significant correlation with academic achievement and the core competency diagnostic score of the university.

공학계열 학생 핵심역량 진단도구 개발 및 타당화 연구

김윤영(Kim, Younyoung),윤지영(Yoon, Jiyoung) 한국공학교육학회 2021 공학교육연구 Vol.24 No.4

As we have become more interested in ‘competency’ that means ability to do something around the world, the competency of the best performers has also been introduced in the university curriculum as a concept of core competency. Research continues on why this competency-based education is needed compared to existing academic-oriented education, how it can be introduced into existing curricula, and how it can be developed and evaluated in detail. This study develops and validates core competency assessment tools that can diagnose core competencies of engineering students. Therefore, this research paper conducted a literature review related to core competencies and also core competency assessment tools of university students. It seeks to explore the implications of core competency assessment tools for engineering students and then lay the foundation for competency-based teaching and learning at engineering colleges. And also it defines the concepts of core competencies and each core competency of engineering students through prior research analysis of competence, core competence, and core competence of university students. The primary core competency assessment tool consisted of sub-factors and questions of core competencies. It were modified through the expert validation of the primary one and then it was used as a core competency assessment tools for preliminary investigation. The core competency assessment tools for engineering students are consisted of 6 competencies, 22 sub-factors, and 91 questions. There are core competencies as follows: engineering basic competencies, major engineering competencies, self-management competencies, communication competencies, interpersonal competencies, global competencies. The preliminary survey was conducted on 426 engineering students attending the Engineering Education FESTA 2019. The preliminary findings were derived by conducting exploratory factor analysis, confirmatory factor analysis, question characteristics analysis, and reliability analysis for validation. The core competency assessment tools developed through this study can be used to verify the effectiveness of the curriculum and programs for students at engineering colleges. In addition, the developed core competencies, sub-factors, and questions can be utilized in a series of courses that design, conduct, and evaluate engineering curricula and programs as competency-based curriculum. The significance of this study is to lay the groundwork for providing competency-based education engineering students to develop core competencies.