지적장애학교 교사의 장애학생 및 부모상담 실태와 활성화 방안에 대한 인식

임선희 우석대학교 교육대학원 2017 국내석사

A Study on Perceptions of the Actual Status and the Revitalization of Counseling Students with Disabilities and Their Parents of Teachers in Schools for Students with Intellectual Disabilities Written by: Im Sun-hee Department of Special Education Graduate School of Woosuk University Directed by: Prof. Chung Jin-ja, Ph.D. <ABSTRACT> The purpose of this study was to examine teachers’ perceptions on the actual status and the revitalization of counseling students with intellectual disabilities and their parents in special schools for students with intellectual disabilities. The subjects of this study were 216 teachers who were selected by convenient cluster sampling and worked in 15 schools for students with intellectual disabilities located in Daejeon Metropolitan City, Gwangju Metropolitan City, Gyeonggi-do, Chungcheongnam-do, Chungcheongbuk-do, and Jeollabuk-do. Such questionnaire was composed of 16 items about the actual state of school counseling activities in special school teachers, 5 items about activation measures for school counseling. The conclusions according to the results of this study are as follows. First, in teachers’ perceptions on the actual status of counseling students with intellectual disabilities and their parents in special schools, counseling students with intellectual disabilities and their parents in schools for students with intellectual disabilities was conducted in classrooms within 10-30 minutes once or twice per week as professional counseling teachers were not placed in many schools. In addition, student and parent counseling was performed when children’s problem behaviors occurred and when their parents’ special requests were made. Lots of counseling methods included face-to-face counseling and telephone counseling. In counseling contents, problem behaviors, academic works and careers, and friends and the opposite sex were more in order. Moreover, in counseling materials, student behavior observation journals, student counseling journals, IEP, and diagnosis assessment records were more in order. A lot of teachers perceived that there were some counseling effects. Second, in strategies for activating counseling students with disabilities and their parents in schools for students with intellectual disabilities, what should be improved in activities counseling students with disabilities and their parents in schools for students with intellectual disabilities was that there was no sufficient time to be able to combine student guidance and school works with counseling. It was perceived that all teachers should finish teacher training for effective school counseling activities. Further, the most important purpose of student and parent counseling was to provide and share information on students’ learning and behavior. It was necessary to place professional counseling teachers in schools for students with intellectual disabilities. It was appropriate to conduct counseling once or twice per week. It was necessary to establish exclusive counseling offices. It was necessary to provide financial and administrative supports for teacher training and counseling activities so as to promote effective counseling in schools for students with intellectual disabilities. It was perceived that there should be parents’ understanding of children’s disabilities. The above research results contributed to important data for revealing that it was more necessary to perform counseling activities in schools for students with intellectual disabilities, and presented several strategies for activating counseling activities in schools for students with intellectual disabilities to imply desirable development directions toward counseling activities. This study has the following limitations. First, because the subjects of this study were special schools for students with intellectual disabilities located in Daejeon Metropolitan City, Gwangju Metropolitan City, Gyeonggi-do, Chungcheongnam-do, Chungcheongbuk-do, and Jeollabuk-do, it is limited to generalize these results to the results of counseling with students and parents in schools for students with intellectual disabilities all over the country. Second, because this study applied the method of research survey through questionnaire method as its measurement tool, it is limited to understand more in-depth perceptions in survey subjects. This study tries to present the following suggestions. First, it was necessary in future research to develop counseling support program models for enhancing the effect of special school counseling. Second, the subjects of this study were limited to teachers working in special schools for students with intellectual disabilities. If further studies compare special teachers’ perceptions on counseling students with disabilities and their parents by disability domains and by school processes, counseling models by life cycles can be presented. Third, although this study conducted quantitative research methods using questionnaires over the subjects of special teachers, it is necessary to approach qualitative research methods in order to understand special teachers’ perceptions on counseling in depth. Fourth, since counseling is performed through bilateral relations between counselors and clients, it is necessary to study parents’ perceptions on school counseling over the subjects of parents.

부산지역 병원급식과 영양상담에 대한 치료식 환자의 인식도

이정례 부경대학교 일반대학원 2008 국내석사

The purpose of this research was to investigate in-patients' perception of therapeutic-diet on foodservice and nutrition counseling at hospitals. Four general hospitals with over 400 beds and one university hospitals with over 800 beds in Busan agree to participate in research. The data were collected by an 1:1 interview questionnaires. In study, 155 in patients of the hospitals were serveyed on their perception on foodservice and nutrition counseling. For statistical analysis of the data, reliability analysis descriptive statistics analysis, t-test, oneway ANOVA, Chi-squre and Pearsons' correlation were conducted using SPSS win 10.0. This survey was conducted from January 21st to the February 28th, 2008. The results are summarized at follows ; 1. In the survey, 75.2% of the patients have experienced to listen to the reason for taking therapeutic-diet. Dietitians happened to be not only the most frequent presenter of therapeutic-diet(61.7%), but also the most requested from patients(59.4%). In perception of therapeutic-diet explanation(understanding, importance, satisfaction, and degree of help to nutrition-manage), there was not a significantly difference among each categories such as gender, age, educational level, number of hospitalization, length of stay, wards, status of appetite, and degree of pain. 2. The foodservice satisfaction of patients' age 51 to 59 marked a high rate(p<0.05), and the patients showing good appetite marked the highest, compared to any other group(p<0.001). However, there were no significant differences to the scores of satisfaction by gender, educational level, number of hospitalization, wards, and length of stay. 3. For perception of understanding therapeutic-diet, patients who are served with a manual and an explanation had high satisfaction(p<0.01) with ‘taste’, ‘appearance’, ‘variety of diet’, ‘meeting opportunity with dietitians’ and also with ‘seasoning’, ‘prompt dealing with meal complaints’(p<0.05). 4. The score of satisfaction of the foodservice had high scores on understanding and importance of the therapeutic-diet explanation but there were no significant differences. The patients that had a high rate in satisfaction, and degree of helps to nutrition-manage showed significantly(p<0.05) higher scores in foodservice satisfaction. 5. It appears to have a positive correlation(p<0.05) between therapeutic-diet explanation(understanding, importance, satisfaction, and degree of helps to nutrition-manage) and foodservice satisfaction(menu, foodservice). 6. In the survey, 57.5% of the patients experienced nutrition counseling, and for the reason, 64.1% of them was recommended it by doctors, meaning that doctors has mainly counselled the nutrition counseling. In addition, it showed that a method of the nutrition counseling was 58.0% of a private training and the usually had it once to 54.5%. 7. The study shows a significantly difference of nutrition counseling perception(understanding, importance, satisfaction, and degree of help to nutrition-manage) in ‘number of hospitalization’(p<0.05), and ‘status of appetite’(p<0.01). But there were no significant differences on gender, age, and educational level. 8. It demonstrates that not only the patients who had a good appetite rated a high score of 4.05/5.00 (p<0.01), but also the patients which were not in seriously pain showed high satisfaction in the nutrition counseling with 4.13/5.00 (p<0.05). On the contrary, there were no significant differences to the scores of satisfaction of the nutrition counseling (knowledge, cognitive communication skills, affactive communication skills, facilitation skills) by gender, educational level, period and experience of hospitalization and wards. 9. There were no significant differences to the scores of nutrition counseling satisfaction on 'method of counseling', 'number of counseling', and 'reason of counseling'. The patients that had a high rate in understanding(p<0.001), importance(p<0.01), and degree of help in nutrition-manage(p<0.001) showed a significantly higher scores in nutrition counseling satisfaction. 10. The study shows a positive effect between perception of nutrition counseling and nutrition counseling satisfaction(p<0.01) 11. The score of positive correlation had significantly high scores (p<0.01) on satisfaction of nutrition counseling('knowledge', 'affactive communication skills', ' facilitation skills')and that of the foodservice(menu, foodservice). And also there were high scores(p<0.05) of positive correlation between 'cognitive communication skills' and 'foodservice factor'.

육군 상담활동의 실태 및 상담에 대한 요구분석 연구

정재훈 강원대학교 2008 국내석사

본 연구의 목적은 병사들이 인식하는 군상담 실태를 파악하고 병사들의 군상담에 대한 요구를 조사하고자 하였다. 이를 통해 실제 군상담이 병사들에게 보다 많은 관심과 지지를 제공해야하는 시기와 영역을 확인하여 군 상담의 기초자료를 제공하고자 하였다. 본 연구문제는 첫째, 육군의 상담활동 실태는 어떠한가? 둘째, 병사들이 희망하는 상담의 요구 및 내용은 무엇인가? 셋째, 군상담의 개선을 위한 활성화 방안은 무엇인가? 의 세 가지로 하였다. 연구대상은 강원도 지역에 있는 3개 부대에 병사 307명을 대상으로 설문조사를 실시하였다. 본 연구의 측정도구는 병사들이 인식하는 군상담의 실태와 병사들의 군상담에 대한 요구를 알아보는 두 부분으로 구성된 최훈일(2007)의 "병사들이 인식하는 군상담의 실태 및 상담에 대한 요구 설문지"이다. 본 연구의 결과를 살펴보면, 다음과 같다. 첫째, 병사들이 인식하는 군상담 실태를 살펴보면, 병사의 입대전 상담자는 친구가 가장 높고, 그 상담자를 선택한 이유는 부담없이 편하게 얘기할 수 있을 것 같아서이다. 군생활중 상담자는 동기생이 가장 높다. 부대내 상담실과 상담전문가의 존재에 대해 인지하고 있었으며, 군생활 중 상담경험 시기는 자대배치후 100일 휴가전이 가장 높고 상담계기는 간부가 불러서가 가장 높았다. 상담받은 내용은 부대생활 적응이 가장 높았으며, 상담받은 내용의 효과면에서 약간 도움이 되었다가 가장 높았다. 상담 받은 내용이 긍정적 효과인 이유에 대해서는 부대생활 적응에 도움이 되어서가 높았으며, 상담받은 내용이 부정적 효과인 이유에 대해서는 문제해결이 안되어서가 가장 높았다. 상담시 불편했던 사항은 선임병과 동료들이 의식되어서가 가장 높았다. 둘째, 병사들의 군상담 요구에 대해 살펴보면, 병사가 가장 고민하고 있는 내용은 전역후 진로문제가 가장 높았으며, 부대생활 적응, 신체 및 건강상태, 상관 및 선임병과의 관계, 이성문제와 가정문제순으로 나타났다. 군생활중 상담요구로는 없다가 가장 높고 있다와 생각해 보지않았다의 순으로 나타났으며, 상담받고 싶은 상담자는 동기생이 가장 높게 나타났으며, 사회친구, 전문상담관, 소대장/ 중대장, 선임병, 분대장, 부모님순으로 나타났으며 상담자를 선택한 이유는 부담없이 편하게 얘기할 수 있을 것 같아서가 가장 높았으며, 나를 잘 이해해 줄 것 같아서, 문제를 잘 해결해 줄 것 같아서의 순으로 나타났다. 상담받고 싶지 않은 이유는 현실적 도움이 되지 않아서가 가장 높았으며, 비밀이 보장되지 않아서의 순으로 나타났다. 희망하는 상담의 형태는 1:1 개인상담이, 같은 문제를 가진 사람들끼리의 집단상담순으로 나타났다. 군상담의 활성화 방안을 전체적으로 보면, 비밀보장의 문제, 상담자의 전문성, 간부들의 상담에 대한 중요성 인식 순으로 나타났다. The purpose of this study is to confirm the time and the field to give a lot of concerns and supports to army soldiers and to provide informations for army counseling through investigating about the actual conditions and needs for counseling. There are 3 subjects in this study. First, how the actual conditions is. Second, What the needs and the contents that the soldiers want is. Third, what the right way to improve army counseling is. Study subjects are 307 soldiers at 3 units in KangWon Do. Research instrument is 'the actual conditions and needs for army counseling soldiers understanding' that is consist of the actual conditions that soldiers knowing and needs for army counseling of soldiers. The results obtained from the study are as follows. First, about the actual conditions that soldiers knowing, the counselor before entering the armed service is friends the most. Because they seem to talk comfortably. The counselor in service is the comrade the most. They recognize about the counseling dapartment and an expert for counseling. The time of counseling is by 100 days after arranged in their branch for service. The reason to counsel is because of their a chief asked. The contents of counseling is adjustment for army life and it helped a little. The positive effect of counseling is that it helped their life adjust, the negative effect of counseling is that it can't solve the problem. The discomfort part of counseling is that a senior officer and collage know it. Second, about the needs for army counseling, the source of trouble is the life way after armed service the most. Next is adjustment for army life, body and health, relationship with a senior officer and a upper officer, girlfriend, and home problems. About the needs for counseling, nothing is the most, next are 'exist' and 'haven't thought'. The best counselor that they want is a collage, next are friends, a expert, a command, a senior officer, a squad leader, parents. The best reason of choice is that they can say the problems to collages, next they can understand them well and they can solve the problems. The best reason that they don't want is it can't helped to them, next are that it don't be secured the secret. The hoping type for counseling is an individual counseling, next is a group counseling with same problems. The best way for revitalization of the army counseling is to keep the secret, next are a speciality of counseling, the perception of senior officers about counseling.

부적응학생의 일탈행동에 대한 전문상담교사와 일반교사의 인식비교 연구

김주환 연세대학교 교육대학원 2003 국내석사

우리나라에 학교상담이 도입 된지 벌써 반세기가 지났으나, 여러 가지 이유로 학교교육에 정착되지 못하고 있다. 그러나 요즘은 학교생활에 적응하지 못하고 방황하는 학생들이 늘어나고 있고, 부적응학생을 지도하는 교사들은 더욱 어려움을 겪고 있어 어느 때보다 학교상담의 필요성과 중요성이 증가하고 있다. 특히 부적응학생의 문제 해결을 위한 상담활동보다 학생들의 발달 단계를 고려한 부적응행동의 예방을 위한 학교상담은 더욱 필요하게 되었다. 그래서 본 연구는 전문상담교사에 의한 학교상담을 활성화시키고 발전시키기 위한 기초 자료를 얻기 위하여 전문상담교사와 일반교사 중 부적응학생의 문제행동에 대하여 누가 더 심각하게 지각하는지, 상담 효과에 대한 평가는 어떠한지와 교사들은 부적응학생의 내현화문제와 외현화문제 중 어느 문제를 더 심각하게 인식하고 상담 효과는 어느 문제를 더 높게 평가하는지에 대하여 알아보았다. 이와 같은 연구문제를 알아보기 위하여 부적응문제 중 내현화문제와 외현적문제를 일으키는 남·여 중학교 2학년의 사례를 제시하고 교사들의 생각이나 태도를 묻는 설문을 실시하였으며, 설문에 응답한 교사는 서울시내에 근무하는 중학교 교사로 일반교사 232명, 전문상담교사 32명이다. 본 연구의 결과를 보면 첫째, 부적응행동에 대하여 전문상담교사가 일반교사보다 더욱 심각하게 지각하였고, 특히 남학생의 경우는 외현화문제를 여학생은 내현화문제를 더욱 심각하게 지각하는 것으로 나타났다. 그리고 부적응학생의 행동이 얼마나 유별난가 하는 설문에서도 전문상담교사가 일반교사보다 더 유별나다고 지각하였다. 둘째, 전문상담교사는 일반교사에 비해 상담 효과를 높게 평가하였으며, 특히 전문상담교사는 일반교사보다 남학생의 내현화문제에 대해서는 유의미하게 상담 효과가 클 것으로 평가하였다. 셋째, 교사들은 내현화문제를 가지고 있는 부적응학생에 대한 상담 효과가 외현화문제를 가진 학생보다 더 클 것으로 지각하였다. 넷째, 교사들은 사례에서 제시한 외현화문제를 일으키는 부적응학생이 내현화문제를 가지는 학생보다 더 심각하다고 지각하였다. 다섯째, 전문상담교사와 일반교사는 부적응행동에 대한 원인도 다르게 지각하였는데 일반교사는 내현화문제는 남녀 모두 환경적 스트레스를, 외현화문제는 남학생은 부모의 양육방식을, 여학생은 또래집단의 영향 때문이라고 생각하였다. 전문상담교사는 남학생의 내현화문제는 매우 높은 비율로 환경적 스트레스 때문이라고 생각하고 있었으며, 외현화문제는 환경적 스트레스와 부모의 양육방식을 비슷한 비율로 주된 원인으로 지각하였다. 여학생의 내현화문제는 부모의 양육방식을 외현화문제는 환경적 스트레스를 주된 원인으로 생각하고 있었다. 이와 같이 전문상담교사는 일반교사에 비하여 부적응학생의 문제 행동이 더 심각하고 유별나다고 지각하고 있으며, 학교상담 효과도 더 높게 평가하는 것으로 나타났다. 그리고 전문상담교사는 부적응행동에 대한 원인도 일반교사와 다르게 인식하는 것으로 나타났다. 또한 사례와 같은 부적응학생도 전문상담기관에 상담을 의뢰하거나 적절한 처치를 하면 바르게 성장하고 변화될 수 있다는 가능성을 믿으나, 현재 학교에서 행하는 지도 방식으로는 미흡하고 학교상담의 효과도 믿지 못하고 있었다. 이것은 전문적인 상담교육을 받고 상담에 관심이 많은 전문상담교사가 상담실에 배치되어 부적응학생을 지도하고 예방활동을 하여야 함에도 불구하고, 다른 부서에서 상담과 거리가 먼 업무를 수행하는 일이 많아 학교 상담이 활발하게 이루어지지 않고 있기 때문이다. 그러나 지금은 대학원교육이나 연수를 통해 전문상담교사 자격증을 가진 교사들이 늘어나고 있어 상담을 위한 인적자원도 확보되고, 학생이나 학부모들이 학교상담에 대한 기대를 크게 가지고 있으므로 전문상담교사를 최대한 활용하는 제도적 장치나 우대책을 마련하여 학교상담을 활성화하고, 상담실에는 전문상담교사를 배치하여 전문상담기관 수준의 상담서비스를 제공함으로써 학생들이나 교사들이 학교상담을 신뢰하고 높은 상담 효과를 얻을 수 있는 상담실 운영방안이 연구 되어야 하겠다. Half a century has passed since school counseling was introduced in Korea, yet the system has not been settled in school education for several reasons. Recently, however, an increasing number of students go astray, failing to adapt themselves to school life and teachers have difficulties in guiding maladjusted students, so the necessity and importance of school counseling is higher than ever. In particular, there are increasing demand for school counseling for preventing maladjustment behaviors in consideration of students' developmental stages rather than for solving problems of maladjusted students. To gain basic materials for activating and developing school counseling by professional counseling teachers, therefore, the present study investigated who of professional counseling teachers and ordinary teachers perceive maladjusted students' problematic behaviors more seriously, how evaluation for counseling effects is, and which of internalization problems and externalization problems in maladjusted students teachers regarded as more serious, and for which of the two school counseling is evaluated to be more effective. To examine these research questions, this study presented cases of male and female second-year middle school students who had internalization problems and externalization problems of maladjustment problems, and conducted a questionnaire survey asking teachers' thoughts and attitudes for the students. The questions were replied by 232 ordinary teachers and 32 professional counseling teachers working in middle schools in Seoul. According to the result of this study, first, professional counseling teachers perceived maladjustment behaviors more seriously than ordinary teachers did, and particularly they regarded as quite serious male students' externalization problems and female students' internalization problems. In addition, according to answers to the question how unusual maladjusted students' behaviors are, professional counseling teachers thought them to be unusual in a higher degree than ordinary teachers did. Second, compared to ordinary teachers, professional counseling teachers evaluated the effect of counseling great, and in particular they regarded the effect of counseling for male students' internalization problem as significantly high. Third, teachers thought that the effect of counseling would be higher for maladjusted students with an internalization problem than those with an externalization problem. Fourth, teachers replied that, among the cases presented, maladjusted students with an externalization problem are more serious than those with an internalization problem. Fifth, professional counseling teachers and ordinary teachers perceived the causes of maladjustment behaviors differently. Ordinary teachers attributed internalization problems to environmental stress for both male and female students, while did externalization problems to the parents' method of bringing-up for male students and to the influence of peer groups for female students. Professional counseling teachers attributed male students' internalization problems mainly to environmental stress, and their externalization problems to environmental stress or the parents' method of bringing-up at a similar rate. Female students' internalization problems were considered to come mainly from the parents' method of bringing-up, and their externalization problems from environmental stress. As presented above, professional counseling teachers regarded maladjusted students' problematic behaviors as more serious and unusual and evaluated the effect of school counseling higher than ordinary teachers did. Furthermore, professional counseling teachers perceived the causes of maladjustment behaviors differently from ordinary teachers. What is more, they believed that it would be possible for maladjusted students like the presented cases to be corrected and grow upright when they were referred to specialized counseling institutions or had proper treatment, but they thought current guiding methods employed in schools insufficient and unreliable. It is because, although professional counseling teachers who received special counseling education and are interested in counseling must be deployed in school counseling rooms, guide maladjusted students and prevent students' maladjustment, they are doing a lot of tasks irrelevant to counseling and, consequently, they cannot be absorbed in giving counsel to students. However, human resources for counseling are increasing as many teachers acquire the certificate of professional counseling teacher using graduate school programs or training programs, and students and their parents have great expectation from school counseling. Thus, there must be systems and measures to utilize professional counseling teachers to the maximum and activate school counseling, and research must be continued on the operation of counseling rooms in order for students and teachers to have confidence in school counseling and enjoy high effects of counseling by allocating professional counseling teachers to counseling rooms and providing professional counseling services.

학부모의 유치원급식 품질속성에 관한 인식

김다정 충북대학교 교육대학원 2026 국내석사

Abstract The purpose of this study was to investigate the overall status and perceptions of parents of 3–5-year-old children enrolled in public independent and private kindergartens in Cheongju regarding foodservice quality attributes, nutrition education, and nutrition counseling, and to provide basic data for improving the quality of kindergarten foodservice and for developing substantive nutrition education and counseling programs. Early childhood is a critical period in which physical development progresses and eating habits are formed, and the dietary attitudes established during this period influence health throughout the lifelong health. Recently, with the increase in dual-income households and high kindergarten enrollment rates, the role and responsibility of kindergartens in guiding young children’s dietary habits have been strengthened. In particular, since kindergartens were included as institutions subject to the School Meals Act in 2021, the public nature and accountability of foodservice operations have been reinforced; however, empirical studies reflecting the changed environment after the amendment of the Act remain insufficient. Accordingly, this study aimed to derive policy implications by comprehensively analyzing parents’ perceptions within the changed legal and institutional context. For the research methods, an online and offline questionnaire survey was conducted with parents of kindergarten children in Cheongju from September 1 to September 17, 2025, and a total of 195 valid responses were analyzed using SPSS version 31.0. Frequency analysis, descriptive statistics, chi-square tests, independent samples t-tests, and importance– performance analysis (IPA) were performed to derive the following findings. First, regarding the current status of kindergarten foodservice operations and related perceptions, parents’ level of interest in foodservice was 3.78 points, which was above the midpoint, whereas the participation rate in foodservice monitoring was only 5.6%, indicating a gap between awareness and participation. In particular, the proportion of parents who perceived that foodservice monitoring was not implemented was higher in private kindergartens than in public independent kindergartens (p<.001), suggesting the need to increase openness in operations. The most preferred appropriate meal time was 30–40 minutes, and parents preferred individualized portion control based on the professional judgment of dietitians/nutrition teachers. Second, analysis of satisfaction with foodservice quality attributes showed that public independent kindergartens demonstrated higher satisfaction than private kindergartens across all 22 items. In particular, satisfaction was relatively lower in private kindergartens for items requiring investment in facilities and equipment, such as “food temperature” (p<.01), “hygienic cooking and serving” (p<.05), and “use of fresh ingredients” (p<.05), suggesting that improvement of the physical environment is urgently needed. In contrast, regardless of the type of establishment, satisfaction was relatively low for “serving foods in shapes that children like” and “menus reflecting children’s preferences,” indicating that reflecting young children’s food preferences is a common weak area. IPA results showed that “providing a variety of menus” was derived as a “Focus here” quadrant, with high importance but low performance regardless of establishment type, confirming that diversification of menus is a top priority task. Third, analysis of the current status of and perceptions regarding nutrition education revealed that parents recognized the need for nutrition education at a high level (4.29 points, p<.05) and primarily regarded “forming desirable eating habits” as its main purpose. However, while the currently implemented educational method was predominantly “lecture-based/explanatory” (65.3%), parents preferred “children’s cooking practice” (32.8%) and “play/activity-based” approaches (29.7%), revealing a discrepancy between the way education is operated in practice and parents’ demands. In the IPA of nutrition education content, “eating a balanced diet (correcting unbalanced diet)” emerged as the highest-priority area for improvement, with high importance but low performance across all groups. Fourth, the analysis of the current state of nutrition counseling showed that although 94.9% of parents wished to participate in counseling, the actual experience rate was only 17.9%, indicating that nutrition counseling is not being sufficiently implemented relative to the level of potential demand. Even among those with counseling experience, one-time counseling or counseling conducted in the classroom predominated, indicating that professional counseling environments and sustainable operational systems are inadequate. Parents identified “lack of programs” as the main factor hindering the revitalization of nutrition counseling and most preferred individual counseling on “improving eating habits.” Fifth, “hygienic and safe food preparation” and “expansion of menu diversity” were identified as priority needs for improving foodservice quality. In addition, to promote nutrition education and counseling, “budget support” (3.87 points) and “placement of nutrition teachers” (3.84 points) were found to be the most urgent needs, and parents of private kindergartens perceived the necessity of placing nutrition teachers significantly more strongly than those of public independent kindergartens (p<.05). Based on these results, this study makes the following suggestions. First, to reduce the gap in foodservice environments between public independent and private kindergartens, financial investments such as modernization of foodservice facilities and support for serving equipment at the level of the provincial office of education and local governments should be prioritized, and guidelines for portioning and meal duration that consider child development need to be established. Second, it is necessary to move away from traditional lecture-based education and to develop and disseminate experiential nutrition education content, such as cooking practice and play-centered activities, that can stimulate young children’s interest. Third, in order to address the core needs of “menu diversity” and “eating a balanced diet (correcting unbalanced diet)” identified in the IPA analysis, research on menus that reflect children’s preferences and the development of practice- and participation-centered nutrition education programs for correcting unbalanced diet are required. Fourth, for systematic and professional nutrition management, the institutional placement of nutrition teachers in kindergartens, including private institutions, should be expanded, and standardized nutrition counseling manuals should be developed and disseminated to meet parents’ high demand for counseling. This study is significant in that it comparatively analyzed the status and perceptions of public independent and private kindergartens in the kindergarten foodservice environment after the application of the School Meals Act and derived practical priorities for improvement through IPA. It is expected that the results of this study will serve as basic data for the establishment of kindergarten foodservice policies, improvement of on-site operations, and the development of nutrition education and counseling programs to promote young children’s health.

초등학교 교사의 직무역량에 대한 학부모와 학생의 인식 조사 : 강원 소재 초등학교 고학년 학생과 학부모를 중심으로

박은숙 연세대학교 정경대학원 2009 국내석사

21세기는 지식기반·정보화 사회, 세계화(개방화, 무한경쟁의 시대), 다양화시대로서 이에 대비하기 위한 교육의 역할은 그 어느 때보다도 막중하다 하겠다. 이에따라 교육활동 규모도 방대하고 기능도 매우 복잡하고 교육 수요자의 요구도 양적 질적으로 증가되었다.그러나 최근 우리교육(학교)이 직면하고 있는 왕따문제, 교내 폭력문제, 교실(학교)붕괴라고 일컫는 상황들은 교실에서 수업이 제대로 이루어지지 않고 학생에 대한 교사의 생활지도가 제대로 작동하지 않으며 교권이 위협받아 결과적으로 학교교육의 본질적 기능이 약화되는 현상들이다. 이러한 현상은 거의 모든 지역 모든 학교에서 해마다 증가하고 있으며 특정의 비행학생이 일으키는 문제가 아니라 보통의 학생들이 일으키고 있는 문제로 그 심각성이 커지고 있다.이것은 어느 한 측면이나 학교의 노력만으로는 해결이 어려우므로 현재의 교육정책과 사회개혁 및 총체적, 구조적, 시스템적 측면에서 그 원인을 찾아보아야 하겠다. 교육당국은 거시적 안목을 가지고 정책을 입안하고 가정은 본래적 기능(밀도 높은 심리적 유대감, 애정기능)을 회복하고 인성교육과 도덕교육을 가정-학교-사회가 연계하여 체계적으로 실천해 나가야겠다. 더불어 무엇보다도 중요한 것은 전문성과 윤리의식 소명감을 바탕으로 한 교사 자신의 노력과 학생 일반사회인 특히 학부모의 교사에 대한 긍정적인 인식이 바탕이 되어야 할 것이다.그러므로 첫째, 초등학교 담임교사의 교실에서의 교수·학습 활동 관련 면에 대한 학생과 학부모의 인식은 각각 어떠하며 또한 두 집단 간에 어떤 차이가 있는가?둘째, 초등학교 담임교사의 수업 외 학생 생활지도 활동 관련 면에 대한 학생과 학부모의 인식은 각각 어떠하며 또한 두 집단 간에 어떤 차이가 있는가?셋째, 초등학교 담임교사의 자기계발 활동 관련 면에 대한 학생과 학부모의 인식은 각각 어떠하며 또한 두 집단 간에 어떤 차이가 있는가? 를 비교 분석해 봄으로써 교사의 직무역량과 자질의 중요성을 재인식시키고 현 시대의 교사가 나아가야 할 방향을 모색하고자 했다.본 연구를 위해 강원도 소재 초등학교 4개교 고학년 학생과 학부모를 대상으로 350부를 배부하여 330부를 회수하였다. 일부 적합하지 않은 자료는 제외시키고, 학생과 학부모가 한 세대에서 응답한 가정 188부, 학생만 응답한 가정 88부, 학부모만 응답한 가정 39부로 최종 315부를 SPSS 12.OK를 이용하여 검증 방법을 통해 통계처리하고, 학부모의 학력, 경제수준, 진로 관심에 따라 학생들의 응답에 차이가 있는지에 대해 one-way ANOVA를 이용하여 평균을 비교하였다. 본 연구에 사용한 설문지는 지도 교수님의 도움으로 3개영역 48문항으로 구성하였다.연구 결과 유의한 차이가 있는 자료는 총 48문항 중 22문항이었다. 교실의 교수·학습 활동 관련 영역에서는 교과에 대한 지식수준 및 정확성, 수업과 관련된 적절한 자료 제시, 다양한 수업매체 활용, 수업 참여를 유도하는 질문의 기술, 합당한 과제 부과 및 검토, 다양한 수업자료와 매체 활용, 예습 복습 과제부여 평가 시행, 체험학습 활동이, 수업 외 생활지도 활동 관련 영역에서는 학생과의 개별 면담, 각종 검사, 학생 간에 벌어지는 다툼과 분쟁 조정, 적절한 체벌, 인성지도, 교사의 다양한 교외 활동 참여가, 교사의 자기 계발 활동 관련 영역에서는 교사 자신의 다양한 여가 활동 참여, 방과 후 특기 적성 교육 지도 방안 개발, 학급 운영을 위한 리더십 연수 참여, 동료 교사들과의 원만한 관계 수립이 교사의 변인별 특성과 직무역량 간 상관에서는 성별, 취득학위, 나이, 결혼유무에서 유의한 차이가 났다.이상의 결과를 통하여 볼 때 경제 수준이 상위인 학부모의 자녀는 다른 부분에는 별 관심이 없고 수업과 관련된 자료 제시에 관심을 보이는 시니컬한 모습을 보이는 반면 중·하위 학부모의 자녀는 교사의 개인적인 면과 더불어 교과에 대한 지식수준 및 정확성 및 체험학습 개별면담 교사의 다양한 교외 활동 탐색 등 여러 가지 면에 관심을 보이는 일반적인 현상을 드러낸다.자녀 교육 및 진로에 관심이 높은 학부모의 자녀와 중·하위의 학부모의 자녀들을 비교해 보면 중·하위의 자녀가 교사의 기술적인 발문 및 합당한 과제 부과 및 검토 각종 검사의 필요성 및 교사의 성별, 나이, 결혼유무에 더 관심을 보인다.학부모의 학력을 참고하여 조사한 자료를 보면 대학원 이상을 졸업한 학부모의 자녀는 예습 복습 과제부여 평가 시행 및 규칙을 어기는 경우에 적절한 체벌을 해야 하고 동료 교사들과도 원만한 관계를 유지하고 최종 학력 수준에 관심을 보였지만 고졸 이하 학력의 학부모의 자녀는 학생 간에 벌어지는 다툼과 분쟁을 조정하여 좋은 벗 사귀기를 희망했으며 교사의 자기 계발 다양한 여가 활 참여 방과 후 특기 적성 교육 지도 방안과 학급운영을 위한 리더쉽 연수 참여를 희망하는 등 서로 다른 면에 관심을 보인다.학생과 학부모의 이원적 입장을 고려해 볼 때 학부모는 다양한 수업자료 매체 활용 및 판서와 책 읽기 다양한 수업방식 예·복습 과제평가 체벌 등을 반드시 필요한 학습활동이라고 하며 학생의 생활지도에 대한 모든 정보는 공개되어야 하고 다양한 교외 활동을 탐색하고 유용한 체험활동에 학생들과 함께 참여하기를 바라고 나이 결혼 유무 대학전공에도 관심을 보이는 반면 학생은 교실 밖 체험학습 활동 항목에 가장 많은 관심을 보인다.위와 같이 항목별 결론을 보더라도 초등학교 교사의 직무역량에 대한 학생과 학부모의 인식은 다양한 배경 변인별로 차이가 많았으며 학생과 학부모 모두 교사의 직무역량에 대한 기대 수준이 높게 나타나는 것으로 결론을 내릴 수 있다.그러나 결과 정리에서 예습 복습 과제부여 평가시행 요구와 학생이 규칙을 어겼을 때 적적한 체벌을 가해야 한다는 응답에 대학원 이상을 졸업한 학부모가 더 긍정적인 반응을 보임은 예상과는 달라 학생 체벌 금지 이행의 시대적 흐름과는 다른 역반응이라는 생각이 든다. This survey has been conducted in order to analyze the difference between the understanding of students and parents in the teacher's task capability. Categories for analysis were three different aspects of the teacher's performance related in-class educational activities, after school guidance counseling activities and self-improvement activities of the teachers. The purpose of such categorized analysis is to re-inform the importance of the teacher's task capability and qualifications and find an ideal path for today's generation of teachers. This research was conducted in elementary schools of Won-ju city and Hoeng-seong county of Kang-won province. The result are as followings.First, in the field of related in-class educational activities, in aspect of the teacher, parents of economic level of lower middle class demanded higher level and accuracy of textbook knowledge than those of upper class parents, and parents of high economic level had more interest in the presentation of appropriate class related materials.Second, in the field of non-class related activities such as student counseling the need for individual counseling between teachers and students was emphasized by parents of higher economic status and the need for various psychological, aptitude and career path testing was highly favored by parents with no interest or preference in the child's educational or career path.Third, in the field of teacher's self improvement related activities, the teachers participation in diverse leisure activities, research into educational methods on how to foster individual talent through after school activities, and participation in leadership training for better class management was demanded higher by parents with educational background of lower than high school and the importance of healthy relationship between teachers was emphasized by parents with educational background higher than graduate school.Fourth, in aspect of the relativity between individual teacher's unique qualities and their capacity for duty, parents with high economic level and those with no interest or preference in the child's education and career path had higher interest in the sex and marital status of the teacher and the parents of educational background of higher than graduate school showed high response to the level of the teacher's academic degree.Fifth, through the analysis of the difference between the understanding of students and parents, in the field of related in-class educational activities, in aspect of the teacher, the question that teachers much offer a more effective and efficient teaching method.Lastly, as a suggestion on how to increase the teacher's task ability, the core consensus was that for a positive development in the student's character, education must be based on moral guidance, teaching must be done with love and passion, and that evaluation must be transparent to increase improvement of grades.With the above results, children of parents with high economic level are seemingly cynical, showing no distinct interest in other fields other than class related materials to be presented in class. On the other hand, students of parents with middle or low economic status show normative results of interest in diverse fields such as the teacher's personal qualities as well as the teacher's exploration into diverse extracurricular activities, demand for accurate and high level knowledge in relevance to the textbook, field activities and wanting individual counseling.Just by looking at the results of the categorical findings, the understanding of elementary school teacher's task capability for duty differs greatly with the diverse backgrounds and environments of students and parents and it can be concluded that both, students and parents, have high expectancy towards the teacher's capacity for teaching.However, by organizing the results, assigning reviewing and preparation assignments, demand for grade evaluation and punishment for students who commit misconduct was favored greatly by parents with educational background of higher than graduate school which against all expectations, is seemingly reverse of the social movement away from punishing students.

Secondary School Counselors' Perceptions of STEM Education

Hall, Jeanine M City University of Seattle ProQuest Dissertations 2020 해외박사(DDOD)

The purpose of this study was to investigate perceptions of secondary school counselors in science, technology, engineering, and math (STEM) education. The understanding gathered from this study was necessary because, as the Science and Technology Council’s 2018 report elucidated, the American economy is not able to support itself due to a domestic shortage of qualified STEM workers who lack STEM-related skills, which is further complicated by ethnic, gender, and socioeconomic disparities in STEM fields (Belasco, 2013; Davis, 2015; Schmidt, Hardinge & Rokutani, 2012). In this study, a deeper understanding of perceptions surrounding complex social phenomena of how school counselors perceive STEM education was structured upon research questions designed to gather counselors’ perceptions of and their role in STEM education, as well as their perceptions of professional development related to STEM education. A qualitative methodology that employed case study design, comprised of semi-structured interviews with purposeful sampling of school counselors in New York secondary schools, was followed by snowball sampling and then combined with observation and analysis of archived data. Thematic analysis was implemented. Bronfenbrenner’s Ecological Systems Theory (BEST) was used as a framework to explore counselors’ perceptions of STEM education, as BEST takes into consideration the variety of influences that impact children’s lives (1977). Key findings from this study included secondary school counselors conveying the importance of providing all students with opportunities in STEM education. The participants overwhelmingly reported lending additional support to traditionally underrepresented minorities. School counselors’ perceptions of their role in STEM education was inclusive of encouraging all students to explore course, college, and career opportunities related to STEM. STEM-based professional development was largely absent for counselors, despite a strong desire to participate in such opportunities. Additionally, it was uncovered that PLTW and STEM were widely used interchangeably. This work may advance the field of education by making meaning of secondary school counselors’ perceptions of STEM via pattern matching, as counselors are a contributing factor in the successful implementation of STEM education. Understanding counselor perceptions is necessary in enacting STEM-related reform by educational leaders, in an effort to foster domestic participation in courses and careers related to STEM.

(A) study on Korean counselors' perceptions of real relationship in counseling

조화진 Graduate School, Yonsei University 2014 국내박사

The Correlation of family social relations with young chinese adults' perceptions of family values in Taiwan

Chou, Ji-Tuan Pennsylvania State University 1995 해외박사

Factors Impacting Multicultural Teaching Competence among Counselor Educators: Ethnic/Racial Identity Development and Social Justice Orientation

Laird, Amber N University of North Texas ProQuest Dissertations & 2021 해외박사(DDOD)