농업인의 성장단계에 따른 교육프로그램 등급 분류

김진모,이용환,정철영,이찬,이진화,이정은,오창환 한국농·산업교육학회 2008 농업교육과 인적자원개발 Vol.40 No.4

The purpose of this study was to classify the levels of farmers training programs by systematically evaluating them according to farmers' developmental stages and training content domains and levels. Classification of the levels of training programs for farmers was defined as the development of evaluation standards and methods for sequencing farmers training programs. Through this study, the following conclusions were derived. First, the criteria for setting the developmental stages of farmers were determined as farming technology & management competency, social role, and farming career. The developmental stages of farmers were divided by three stages such as entrance stage, growth stage, and expert stage. Also, the farmers' developmental characteristics and the required time were determined based on the above criteria. Second, the evaluation standards for classification of the levels of farmers training programs were established using training contents & attainment levels as the main criteria and training methods as the additional criterion. Third, the comprehensive standard tables for classification of the levels of farmers training programs were developed by the combination of three criteria such as training contents, attainment levels, and training methods. Fourth, the procedures and methods for classification of the levels of farmers training programs were developed using the above comprehensive level classification standard tables. The final levels of farmers training programs were determined by analyzing training objectives and training contents. 이 연구는 농업인의 성장단계에 따른 교육프로그램의 등급분류 기준을 개발하고, 이를 토대로 교육프로그램에 대한 평가를 통하여 각 프로그램의 등급을 체계적으로 분류하기 위한 목적으로 수행되었다. 이 연구는 농업인의 성장단계 설정, 등급분류기준 설정, 등급평가 절차 및 방법 개발의 과정을 통하여 다음과 같은 결론을 얻을 수 있었다. 첫째, 농업인의 성장단계 설정을 위한 준거로서 농업인의 영농기술능력, 경영관리능력, 사회적 역할, 영농경력을 설정하고, 농업인의 성장단계는 진입단계, 성장단계, 전문단계 등 3단계로 구분하였다. 또한, 성장단계 설정을 위한 준거에 기초하여 각 성장단계별 농업인의 성장 특성 및 소요 연한을 설정하였다. 둘째, 농업인 교육프로그램의 등급분류 기준을 설정하기 위한 핵심 준거로 교육내용과 도달수준을, 보조적인 준거로 교육방법을 활용하여 각 준거별 등급기준을 설정하였다. 셋째, 교육내용, 도달수준, 교육방법이라는 3가지 준거의 조합에 따라 농업인 교육프로그램의 등급분류를 위한 종합 등급분류 기준표를 개발하였다. 넷째, 종합 등급분류 기준표를 바탕으로 농업인 교육프로그램 등급평가를 수행하기 위한 절차와 방법을 개발하였다. 등급평가는 교육목표 분석과 내용 분석의 결과를 바탕으로 최종 등급을 결정하는 방식을 채택하였다.

AHP를 활용한 항공사 교육훈련프로그램의 우선순위에 관한 연구

김상범(Sang Bum Kim),박수진(Soo Jin Park),이수범(Soo Bum Lee) 한국호텔외식관광경영학회 2012 호텔경영학연구 Vol.21 No.1

This study aims to analyze the order of priority of training, by targeting the airlines` training programs. Through relative comparison of airlines` training programs, the order of priority was analyzed. For the variables for the study, AHP was composed based on the training program of A airline. The study has been performed, targeting the experts in the posts of the pursers and the senior pursers with more than 10 year working experience in airlines. To derive the results from the study, ``Expert Choice 2000 ver.``, the program for comparative analysis was used. As a result of the study, the training program with the importance above 0.04 in the overall assessment points of the result from the study were the proficiency in English(0.100) and the proficiency in Japanese(.047). Also, in the aspect of the personality training, the view of profession and professionalism was 0.062 and self-understanding was 0.046. When looking at the mid range from 0.02 to 0.04, Communication Skill (0.038) and Smile Exercise (0.032), the Global Etiquette (.029), Greeting manners (0.027), Image Making (0.026) were included in the fundamental manners and attitude; and the experience training program of the disabled (0.024), and the proficiency in Chinese(0.02) were included in personality training; a first aid training (0.037), emergency evacuation procedures (.037) and the structural type by aircraft were included in the safety training program. And, in-flight announcement (0.035), Ground Preparation (0.029), Cocktail training(0.027) and SVC standard motion (0.026) were included in the practice of services. Lastly, the training programs with the importance less than 0.02 were Uniform Wear Policy (.014) in the fundamental manners and attitude; and its importance appeared lower in the procedure training programs and the service theory education of all airline. Airlines, through this study, can understand the order of priority of airlines` training programs and use this study as the base data for organizing and operating the training programs to provide better quality services to the customers.

한-아세안 관광협력의 지속가능성 제고 방안: 교육연수 협력 프로그램을 중심으로

박효연 ( Hyo Yeun Park ),조한나 ( Han Nah Jo ),김봉석 ( Bong Seok Kim ),김대관 ( Dae Kwan Kim ) 아시아.유럽미래학회 2014 유라시아연구 Vol.11 No.2

ASEAN is one of the most important partner in investment and trade with Korea. Especially, ASEAN is a new emerging market in tourism. Korea-ASEAN tourism exchange will be expanded and relationship will be strengthened. To expand effectiveness of international tourism cooperation between Korea and ASEAN countries, tourism education and training program should be emphasized and operated to improve capacity of human resource in ASEAN countries. The purpose this study was to determine ways for sustainable improvement of Korea-ASEAN tourism cooperation, especially focusing on the training and education programs. Detailed objectives were; 1) to understand international cooperation in tourism field; 2) to identify overall status, conditions, issues, and features relating to the tourism cooperation between Korea and ASEAN; 3) to determine demands of ASEAN countries on tourism training and education programs through inquiries; 4) to identify the status and issues of tourism cooperation which were made through various channels and best practice relating to the tourism training and education programs through in-depth interviews to the specialists in the fields of tourism, international relations, cooperations, and ASEAN. It was found that tourism related training and education cooperation programs which have been conducting were mostly sufficient to achieve their goals to alleviate recipient countries’ poverty. However, the scales of those programs were small and the frequencies were significantly lower. In the operating aspects, it was verified that those programs were not comply with the new direction of international cooperation which should reflect government’s international cooperation policies, respond to the participating countries’ demands and their needs, and administer program achievements or fruits. A survey with a total of 38 employees in tourism related businesses in six countries of ASEAN countries was conducted. They prefer field oriented and practice based training and education programs which can be applied in their home countries, and can strengthen their personal empowerment. They also emphasized that accommodation facilities and careful concerning on cultural differences are very important factors in training and education conditions. In-depth interviews were also conducted with 8 experts in the fields of international cooperation, tourism training and education, international relations, and ASEAN. They mentioned that it is very required to sustainable improve of tourism training and education programs. Those are establishing identification through program branding, managing instructors’ pool, developing and operating the programs based upon consumers’ needs, operating post-programs, maintaining expertise, and so on. This study is a kind of pilot study to deal with tourism training and education cooperation programs for ASEAN countries which expect to further expansion expecially in tourism fields. The results of this study could provide basic data and information for further researches on structuring international tourism cooperation and tourism training and education cooperation programs for ASEAN countries and other developing countries, and could contribute to develop and expand researches on international tourism cooperation models.

인공지능시대 연수디자이너 역량 강화 연수프로그램 개발

홍유나,임유진,하영자 (사)디지털산업정보학회 2022 디지털산업정보학회논문지 Vol.18 No.1

The purpose of this study is to develop a competency strengthen program with the aim of training designers who respond to changing national policies in the era of artificial intelligence. To this end, this study was conducted through a total of five steps. First, through literature research and analysis of prior research and literature related to the role of training designers and HRD managers was investigated and analyzed, and based on related prior research, theoretical and academic grounds for training designer competency modeling were prepared. In the second stage, a draft training program was developed to strengthen the competency of training designers based on the needs analysis of stakeholders and advice from education experts. In the third stage, a pilot program was conducted based on the draft training program. In step 4, the effectiveness verification was confuted and the deficiencies of the training program were derived from the pilot program. Finally, the final draft of the training program for strengthening the competency of training designers in the era of artificial intelligence was developed. The final training program consisted of 10 modules and was designed to run for three days. The details of specific training program are presented in the article.

농업전문직의 교육훈련 현업적용도 영향요인 연구

조영실,왕진 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.21

Objectives The purpose of this study is to examine the effect of agricultural professionals’ training transfer variables on their training transfer in the workplace. In order to achieve this, the following problems were addressed: First, what is the relationship between the training transfer characteristics and training transfer in the workplace of agricultural professionals? Second, what is the relationship between each training transfer variable and training transfer in the workplace of agricultural professionals? Methods For this study, 3 months after participants returned to work, 486 questionnaires were distributed to agricultural professionals participating in job training program of Agricultural Human Resources Development Center for March to November in 2019. Participants were limited to those who participated in programs suitable for grasping transfer of training. Out of 486, 428 questionnaires were analyzed. Hierarchical regression analysis was conducted to examine the relationship between training transfer variables and training transfer. Results First, there was the relationship between the training transfer characteristics and training transfer. Among the training transfer characteristics, Self-efficacy and learning transfer motivation of personal psychological traits, job-related and learning transfer design of training program, and supervisor support and peer support of transfer climate had positive impacts on training transfer. Second, The effective training transfer variables to training transfer affect training transfer in following order: learning transfer motivation, peer support, job-related, self-efficacy, and supervisor support. Conclusions In order for agricultural professionals to apply training contents to the field, there is a need to examine the effective variables that affect self-efficacy and motivation, make an effort to strengthen motivation, organize training programs related to duties, design the programs reflecting learners’ needs, and provide experience data and action plans. In addition, it is necessary that organization provide opportunities for trainees to apply training contents to the field and there is a need of transfer climate such as continuous peer support and unconstrained communication. It also suggests that for professionals who value problem-solving-oriented jobs and personal competencies, research on various individual characteristic variables among the factors influencing field application is necessary.

기술·가정과 교사 교육 프로그램 개발

남승권,최완식,윤자룡 대한공업교육학회 2011 대한공업교육학회지 Vol.36 No.2

The purpose of this study is to develop a teacher-training program to improve the Technology·Home Economics teacher's educational activity effects. To accomplish this goal, this study developed a training program for the Technology·Home Economics teacher through the literature study and the research. The conclusion drawn from this study is as follows: First, it needs to develop a systematic teacher training program to raise the professionalism related to the Technology·Home Economics teacher's instruction. Second, the developed program for the Technology·Home Economics teacher organizes the 46 subjects and 121 educational contents, and this educational program is worthwhile to be facilitated when a teacher-training institution like the Ministry of Eduction, Science and Technology, local education offices and universities organizes a teacher-training program. Third, as the result analyzing teachers' training demands about the educational contents of a Technology·Home Economics teacher-training program, it was appeared that the most demand was 'development of professional activities for the Technology·Home Economics teacher', and following demands were the 'production of various evaluation tools', the 'effectively epilogue strategy', and the 'technology to increase the learning motivation' in order. Therefore a training program for the Technology·Home Economics teacher should deal these educational contents importantly, and a future teacher-training program developer need to refer to them. 이 연구의 목적은 기술·가정과 교사의 수업과 관련된 교육활동의 효과를 증진시키기 위해서 교사 교육 프로그램을 개발하는 것이다. 이러한 목적을 달성하기 위하여 문헌연구와 조사연구를 통해 기술·가정과 교사 교육 프로그램을 개발하였다. 이 연구를 통해 얻은 결론은 다음과 같다. 첫째, 기술·가정과 교사의 수업과 관련된 전문성을 신장시키기 위해 체계화된 교사 교육 프로그램을 개발하는 것이 필요하다. 둘째, 기술·가정과 교사 교육을 위한 프로그램은 46개 과목과 121개 교육 내용으로 구조화 되었는데, 이러한 교육 프로그램은 교육과학기술부, 시도교육청 및 대학 등의 교사 재교육 기관에서 교사 교육 프로그램을 구성할 때 활용할 가치가 있다. 셋째, 기술·가정과 교사 교육 프로그램의 교육 내용에 대한 교육요구도를 분석한 결과 ‘기술·가정과 교사로서의 전문성 계발 활동’, ‘다양한 평가도구의 제작’, ‘효과적인 발문 전략’ 및 ‘학습의욕을 높이는 기술’ 순으로 교육요구도가 높은 것으로 나타났다. 이에 따라 기술·가정과 교사 교육 프로그램에서는 이러한 교육 내용을 중요하게 다루어야 하며 추후 교사 교육 프로그램을 개발할 때 고려할 필요가 있다.

교정시설내 수형자의 직업훈련 프로그램에 대한 재조명

서주연 한국교정학회 2012 矯正硏究 Vol.- No.54

Today, almost 50 thousand inmates in Korea and 50% of them have a habit of recidivism. It is very important to reduce inmates in prison. So the Korean government has various programs for it, vocational training programs for inmates in prison are one of them. Vocational training programs for inmates in prison are to learn skills after returning to society. Getting a career has a very important factor for stable life, and this program has a side to lead for it. So the purposes of this study are to review vocational training programs for inmates in prison and to suggest more effective ways to improve quality of this programs. In this paper, for that, vocational training programs for inmates in prison are analysed on the side of rates of candidates for this programs, curriculum and so on. To improve quality of vocational training programs for inmates in prison, curriculum need to be diversified and specialized. However, vocational training for inmates in prison has a limited source and manpower. Especially for woman inmates. And although the comprehensive development strategies about vocational training for inmates in prison have been established, there are limits that didn't actualize in the process of enforcement. Futhermore, the government´s budget is not enough to support it. In spite of this situation, these things are based on for the effective management. so it must be complemented. Many of these inmates may be prime candidates for this programs that are more cost-effective than jails and may reduce recidivism. It's very helpful to inmates and society. 국내 수형인구는 증감을 반복하면서 일정 수를 유지하고 있다. 그런데 이 중 상당수는 재범자이어서 그간의 형사정책에 의문을 갖게 한다. 이를 해결하고자 그간 정부를 비롯한 각 교정단체, 학계에서는 노력을 기울여 왔으며 이 과정에서 교정시설 내 직업훈련 프로그램이 최근 증가한 경제사범 감소에도 효과가 있는 것으로 나타났다. 상당수의 수형자가 출소 후 막막함을 느끼고 있으며 특히 경제적 부분에 대한 문제로 다시금 범죄행위의 충동에 시달리고 있다. 그렇기 때문에 출소 후 안정된 생활을 할 수 있도록 지원하는 일은 이들의 재범기회를 줄이고 원만한 사회생활을 하는데 도움이 될 것이다. 이에 본고에서는 그간의 선임 연구자들의 분석을 기초로 이론적인 측면보다는 실질적인 측면에서 접근하여 교정시설 내에서 행해지고 있는 직업훈련 프로그램에 대해 재조명 해보고자 하였다. 직업훈련 프로그램과 관련해서는 일부 수형자들에 한정해서 실시되고 있을 뿐만 아니라 그 선택의 폭이 다양하지 않으며 특히 관련 프로그램 이수 후 취업으로의 연계라는 부분에 있어 비판이 있어왔다. 이를 해결하고자 그간 각 기관에서는 노동시장의 변화를 반영하여 교과목을 편성하고 취업박람회를 개최하는 등 여러 노력이 있어왔으나 직업훈련에 참여하고 있는 수형자들을 대상으로 한 설문조사에서는 아직은 부족하다는 의견이 있었다. 재범률 감소는 전체 수형인구의 감소와 연결된다. 수형자가 출소 후 범죄행위로 나아가지 않아도 되는 환경이 조성된다면 이는 재범률 감소에 긍정적인 역할을 할 것이다. 현대 교정은 단순히 범죄자를 교정시설에 수감하고 처벌하는 것에서 더 나아가 수형자 스스로 올바른 생활을 영위할 수 있도록 재사회하는데 초점이 맞추어져 있다. 이러한 측면에서 수형자의 직업훈련은 긍정적인 효과를 기대할 수 있을 것이며 이에 대한 적극적인 지원이 계속되어야 할 것이다.

Kirkpatrick의 4수준 평가모형에 기반한 융합인재교육 기초과정 연수 프로그램의 평가

이지원,양성호,이경택,최혁준,김중복 한국현장과학교육학회 2018 현장과학교육 Vol.12 No.4

Many teacher training programs are planned and carried out to expand STEAM education. It is necessary to confirm whether these programs are helping teachers develop their abilities in teaching STEAM education. For this purpose, this study evaluated the effectiveness of the basic course of the teacher training program for STEAM education based on Kirkpatrick 's 4 level model. First, we investigated the degrees of satisfaction of the 223 elementary and secondary school teachers who took the basic course of the teacher training program for STEAM education in 2018 to evaluate Kirkpatrick's level 1-react+ions. Second, the degree of improvement of the teachers' efficacy in teaching STEAM education was evaluated for Kirkpatrick's level 2-learning. Third, for the Kirkpartrick level 3-behavior, the teachers designed a STEAM class during the training program and applied it to their actual classes. Then, the effectiveness of the class design in the student learning was evaluated by the mentor teachers, the students, and the teachers themselves. Fourth, to evaluate the Kirkpatrick's level 4-results, the teachers who had the same training before this year did their own self-evaluation of their frequency in using the STEAM education in their classes after their training. As a result of the analysis, the teachers were found to be satisfied with the basic training of STEAM education, and their STEAM teaching efficacy was improved through the training. Mentor teachers, students, and teachers themselves evaluated that the STEAM classes conducted were effective in enhancing students' creativity, understanding of contents, and convergent thinking ability. In addition, the almost 40% of teachers who got a training have been steadily applying the STEAM education in their classes after the training. The results of this study show that the outcomes of the Basic Course of the Teacher Training Program for STEAM Education are positive. The results of this study show positive outcome of the Basic Course of the Teacher Training Program for STEAM Education. In order to monitor and improve these training results, standardized evaluation systems, continuous evaluation, and constant effort to improve according to the latest evaluation results are recommended. 융합인재교육의 저변 확대를 위하여 많은 교사연수가 기획되고 수행된다. 이러한 교사연수가 교사들의 융합인재 육성 능력을 잘 길러주고 있는지, 융합인재교육의 저변 확대에 도움이 되는지를 확인할 필요가 있다. 이를 위하여 이 연구에서는 Kirkpatrick의 4수준 평가모형에 기반하여 융합인재교육 기초과정 연수 프로그램의 성과를 체계적으로 확인하고 평가하였다. 첫째, 반응 평가를 위하여 2018년도 융합인재교육 기초과정 연수를 수강한 초중등 교사 223명을 대상으로 연수 만족도를 조사하였다. 둘째, 학습 평가를 위하여 이 교사들의 융합인재교육 교수효능감의 향상정도를 연수 전후로 평가하여 비교하였다. 셋째, 행동 평가에서는 연수생들이 학교 현장에서 연수의 일환으로 수행한 STEAM 수업을 평가하였다. 평가자는 멘토 교사, 학습자, 그리고 교사 자신이다. 넷째, 결과 평가를 위해서 이전년도 동일 연수 이수자를 대상으로 STEAM 수업 현장적용 정도를 평가하였다. 분석결과, 교사들은 융합인재교육 기초과정 연수에 대하여 전반적으로 만족하고 있고, 그들의 STEAM 교수 효능감 또한 연수를 통하여 향상된 것을 확인할 수 있었다. 멘토 교사, 학습자, 교사 모두 이들이 수행한 STEAM 수업은 학생들의 창의성, 이해력, 융합적 사고력을 높이는 데 효과적이었다고 평가하였다. 또한 이전 연도에 이 연수를 받은 연수생 중 약 40 %는 연수 후 현장에서 STEAM을 꾸준히 수행하고 있는 것으로 나타났다. 이러한 결과를 종합하여 보면, 융합인재교육 기초과정 연수의 성과는 긍정적인 것으로 나타났다고 볼 수 있다. 이러한 연수 성과를 점검하고 개선하기 위해서는 표준화된 평가 시스템과 지속적인 평가, 그리고 평가결과에 따른 개선 노력이 요구된다.

디자인 교원 연수 프로그램 개발 방안

정향진 한국기초조형학회 2009 기초조형학연구 Vol.10 No.6

Incumbent new government puts high emphasis on education on creativity in design sector as one of 'Development of Human Resource with Creativity'programs. Increasing demand of design education experts for elementary and middle schools is in particular projected as design class will be added to middle and high school course as an elective course. This research is aimed to suggest development method for design teacher training program. Research method included analysis on literature and collected data, questionnaire survey, and collection of expertise through expert seminar. Analysis on questionnaire revealed high and widely recognition on needs of design teacher training program. On the contrary, improvement of the training programs is required as current programs for training and operations turned out unsatisfactory. For contents of the programs, great needs of 'Basic Occupational Skill', 'Competence for Teaching Job Performance' and 'Specialized Knowledge and Execution Skill' are found. For operational framework, intensive programs during school recess period and more allocation of exercise classes as well as high expectation on absorption of teaching and learning competence through the training program are demanded to a great extent. Development for design teacher training program for elementary and middle schools includes; first, it is suggested training program is to be prepared in module type, thereafter branching out adjutant training programs. This structure enables to improve effectiveness of training program by independently developing objectives of each program, method of teaching skill and evaluation and key learning contents without duplication. In addition, it enables to restructure developed courses and programs in accordance to training objectives and period. Second, it enables to estimate absolute amount of time consumed for teaching and learning the program and learning core contents. It also enables to organize new program contents though choosing core component of each program. Third, training programs are developed with the focus on teaching and learning method and evaluation and development of human and physical resources for easy application of the training programs to school. 현 정부의 중점과제 가운데 하나가 ‘창의적인 인재양성’으로, 디자인과 관련된 창의성 교육의 중요성이 경제나 실생활에서 커지고 있다. 특히 2010년부터 적용될 교육과정의 선택과목으로 중고교 교육과정에 디자인교과목이 추가됨에 따라 초중등 디자인 교육훈련 전문가의 수요가 증대될 것으로 예상된다. 본 연구에서는 디자인 교원의 전문성 향상을 위해, 초등학교·중학교 디자인 교원 양성 연수 프로그램의 개발 방안을 제시하고자 한다. 연구 추진 방법은 문헌 및 자료 분석, 설문조사, 전문가 협의회 및 간담회 등이다. 설문조사 결과, 디자인 교원 연수 프로그램의 필요성에 대한 인식이 매우 높게 나타났다. 반면 인식에 비해 현재 연수 프로그램의 내용 및 운영 수준은 미흡한 것으로 나타나, 연수 프로그램에 대한 개선이 요청되었다. 내용 측면으로는 ‘직업기초능력’, ‘교원 직무수행능력’, ‘전문 지식 및 실기능력’에 대한 요구가 모두 높게 나타났고, 운영 측면으로는 방학기간을 통한 집중적인 연수 실시, 실기 수업 배분률을 높여야 한다는 요구가 많았으며, 연수 프로그램을 통해서 실질적인 교수학습능력을 습득·개발하고자 하는 높은 기대가 나타났다. 초등학교·중학교 디자인 교원 연수 프로그램의 개발 방안은 첫째, 디자인 교원들이 요구하는 연수 프로그램 영역들을 크게 모듈타입의 코스로 구성하고 하위 연수프로그램들의 내용을 배타적으로 구성하는 것이다. 이는 프로그램 각각의 성취목표, 교수학습 및 평가방법, 주요 수업 내용을 중복 없이 독립적으로 개발함으로써 교원 연수의 효율성을 제고할 수 있다. 또한 개발된 코스와 프로그램들을 연수 대상, 목적 및 기간에 따라 개선·보완하여 재구성하거나 새로운 연수과정을 개발할 때 활용이 가능하다. 둘째, 프로그램 및 주요 학습 내용의 이수시간도 교수학습에 소요되는 절대 시간으로 제시, 각 프로그램별 주요 학습 내용들을 선택하여 새로운 프로그램 편성이 가능하도록 한다. 셋째, 연수 프로그램들은 교원이 학교 현장에 돌아가 실제 적용이 용이하도록 교수학습방법, 평가, 인적 물적 자원 중심으로 개발한다.

1급 전문스포츠지도사 자격연수 참여자 인식변화 탐색

강방수(Kang, Bang-Soo) 한국체육교육학회 2018 한국체육교육학회지 Vol.23 No.1

본 연구는 1급 전문스포츠지도사 자격연수과정을 경험한 연수생의 인식변화과정을 통해 현행 연수과정에 대한 문제점을 도출하고 이에 대한 방안을 제시하는데 그 목적이 있다. 이를 위해 질적연구방법을 사용하였고, 유목적 표집방법을 사용하여 총 4명의 연수생을 선정하여 참여관찰과 심층면담을 통해 자료수집을 하였다. 자료분석은 연수생을 대상으로 수집된 원자료를 해석하고 범주를 찾아가는 귀납적 범주분석을 활용하였다. 연구결과, 연수생들은 자격연수에 대한 인식의 변화과정을 경험하였다. 첫째, 자격연수에 대한 기대와 설렘을 가지고 자격연수에 참가하면서 긍정적인 인식을 가지고 연수과정에 참여하였다. 둘째, 연수가 진행되는 과정에서 연수방식과 연수내용, 그리고 운영방식에 대한 반감과 거부감이 나타나기 시작했다. 셋째, 이러한 반감에도 불구하고 연수생들은 자신과의 타협과 중재를 통해 연수교육에 대한 문제를 제기하지 않는 과정을 경험했다. 마지막으로 자격증을 취득하기 위해 자격연수에 대한 모든 것을 수용하는 과정을 거쳤다고 생각했다. 이러한 자격연수 참여자의 인식변화에는 종목별 특수성을 감안한 교육의 부재, 연수내용의 중복과 단발성 교육, 현장연계성이 부족한 연수내용, 주말 18주간의 교육시간운영, 현장실습장소 선정문제, 연수생 배정 문제, 이수조건의 문제 등에서 기인하였다. 이러한 문제점을 개선하기 위한 방안으로는 종목별 개별화 교육 프로그램의 구성, 중복되는 내용의 배제, 그리고 현장연계 연수내용 등으로 자격을 위한 자격연수를 탈피하기 위한 교육내용과 방식을 구성하는 것이 필요하다. Purpose: The purpose of this study was to explore the participants" perception change of the 1st grade elite sport instructor training program. The four trainees were chosen to enroll in the first grade elite sports instructor training program. Method: The data were collected 12 months time period from June to November 2015(6 months) and June to November 2016(6 months) with in-depth interview and observation. The collected data were analyzed using the inductive method to conduct classification analysis. Results: Participants experienced a process of perception change. First, participants begun the program with a positive awareness with expectation and excitement about the training program. Second, as the program elapsed, the participants perceived the antipathy and rejection of the training methods, the contents of the training, and the management style of the training program. Third, despite perceived negativism, participants experienced the process of compromise and mediation with oneself and did not make the issues about training program. Finally, the participants thought that they had to accept everything about the training program"s issues in order to achieve the first grade elite sport instructor certification. Participants" perception change was caused by lack of education considering the specificity of each sports, duplication of training content, one-time/one-way teaching methods, participant placement problems, and field training site selection problems. In order to solve these problems, the training program should be revised considering the specificity of each sports, avoid duplication of training contents, field related training. Conclusion: The participants perceived that the contents, methods, and management of the first grade elite sports instructor training program need to be improved.