공업고등학교 공업교사의 직무수행을 위한 교육요구 분석

다국어 초록 (Multilingual Abstract)

The purposes of this study were to investigate the importance of each job competency and their own performance with respect to the same which technical teachers in technical high schools recognized and, to assess their educational needs. In accordance with a review of the relevant literature, job competencies were categorized as follows, technological and skill competency in the specialty, basic engineering competency, instructional and psychological competency, and affective job competency. These four categories included 40 job competencies in total. The population sample for the survey constituted 783 completed questionnaires from a random sample of 1,320 technical high school teachers in Korea. The major findings of this study were as follows. In general teachers rated their own performance in a particular competency lower than the importance of that competency. Technical teachers showed highest educational need with respect to some key job competency variables. That is to say, `the use and repair of machinery and tools`, `comprehensive understanding of operating systems within the specialty`, basic knowledge of research through PC communication`, `computer programming and the use of com~outer programs`, `understanding English manuals for new tools and machines`, `an attitude to improve self expert through collecting and analyzing new knowledge, technical skill in the specialty` were found to be educational needs. The following recommendations were made from the result of this study. (1) Teachers displayed a common lack of confidence in key job competencies, those primarily of a practical nature. In-service education can serve a better purpose by attending directly to teacher proficiency in these areas. (2) This study addressed 40 job competency variables in four categories. Further research might adapt this study to a more detailed investigation, yielding more specific data to be applied in developing competency-based teacher education programs.