초등학교 교사의 진로교육 인식에 관한 연구 = (A) study on the recognition of primary school teachers on course instruction

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to offer basic information neded for activating course instruction at primary schools by investigating and analyzing the level of recognition by teachers on such instruction.
For the purpose the paper studied the level of recognition by primary school teachers on course instruction, differences in such recognition among the teachers based on the their sex, professional experience, grade and educational background, and current situations of such instruction in primary school curricula. For the study 475 teachers from 10 primary schools located in Pusan were randomly sampled and questionnaires were distributed to them.
Data obtained from the study were analyzed by the test of significance including percentage points estimation and x^(2)-test to determine differences in response to the questionnaires according to the teachers' sex, age, professional experience and educational background. The results of the analysis are as follows ;
First, most of the samples were well aware of basic purposes, necessity and main contents of course instruction. They recognized that the instruction was as important as other instructive fields and should focus on preception of courses. However they did not realized the need of starting such instruction before primary school education.
Second, plans of curriculum operation should be established in a way that teachers could understand course instruction properly and implement it all over their teaching activities. Teachers should continue to be trained to realize the importance of course instruction and obtain a special knowledge about it.
Third, concerning the suitability of course instruction, most of the teachers were implementing such instruction with no consideration of student grade and a majority of the teachers were instructing courses some more than once a month indicating their need of thorough consciousness about the instruction. Those teachers as sampled were adapting the addition of selected and analyzed aims and contents to other instructive fields as a way of course instruction.
Fourth, the teachers were not accurately aware of behavioral characteristics of students such as aptitude, interest and personality. Thus it was needed to provide students more opportunities of directly experience course through special programs such as field inspection, free presentation, discussions and the day of courses.
Fifth, materials required for course instruction were very insufficient and even such materials available were not being frequently used by the teachers. Since such materials and information of course instruction were from mass media such as television and newspapers and educational documents, it was needed that the materials and information were more collected from students and communities as well as from course instruction bodies.
Sixth, more research opportunities of better understanding by teachers about the importance, purpose, contents and method of course instruction should be provided. Yet the necessity of allocating professional course instructors was lower in its recognition among the sampled group.
Seventh, the teachers .recognized the need of counseling students and their parents regarding the students' courses, but there was no activation of such counseling. It was needed to make the most of resources of course instruction from student parents and communities.
And finally, it was found that establishing a proper consciousness by students of their courses required a consistent course instruction by schools, homes and communities.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구의 제한점 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 진로교육의 개념과 원리 = 4
• 1) 진로교육의 개념 = 4
• 2) 진로교육의 단계 = 5
• 3) 진로교육의 기본 원리 = 6
• 2. 진로교육의 목표와 영역 = 8
• 3. 초등학교에서의 진로교육 실천 방안 = 18
• 4. 선행 연구의 고찰 = 22
• Ⅲ. 연구방법 및 절차 = 24
• 1. 연구의 대상 = 24
• 2. 연구의 절차 = 24
• 3. 연구도구 = 25
• 4. 자료의 처리 = 26
• Ⅳ. 연구 결과 및 해석 = 27
• 1. 초등학교 교사의 진로교육에 대한 인식 = 27
• 2. 교육과정 운영상의 진로교육 실태 = 37
• 1) 교육과정 운영 = 37
• 2) 교과 활동 = 45
• 3) 특별활동 = 50
• 4) 학습자료 수집 및 활용 = 54
• 4) 학생 및 학부모와의 상담 실태 = 61
• Ⅴ. 요약 및 결론 = 66
• 1. 요약 = 66
• 2. 결론 = 70
• 3. 제언 = 71
• 참고문헌 = 73
• Abstract = 75
• 부록 = 78