Browse > Article

Educational Needs of the Core Competencies for Low-Carrier Technology Teachers  

Choi, Yuhyun (충남대학교)
Publication Information
대한공업교육학회지 / v.44, no.1, 2019 , pp. 209-231 More about this Journal
Abstract
The purpose of this study was to extract the factors of core competency required for technology teachers and to analyze the educational needs for extracted core competency factors and to search for the application of core competencies in the in-service technology teachers education. This study was conducted by literature review, expert validation, and needs assessment method. The survey was conducted by 92 low-carrier technology teachers who participated in in-service technology teachers education for upgrading to first grade teacher certificate. Data were analyzed the factor analysis, needs assessment, and IPA analysis using SPSS 24. The core competencies with high education needs were selected by the score of the Borich formula and the IPA analysis. As a result of the study, 29 factors of core competencies were chosen as the priority: challenge, planning ability, decision making ability, future orientation, intellectual property utilization ability, communication ability, and creative thinking etc. Based on the conclusions of this study, I would suggest the following. It is to create a new in-service education program reflected on core competencies that have high educational needs of low-carrier technology teachers. In addition, a strategy that reflects core competencies methodically in existing in-service teachers education program is needed. Future research should be followed by research on curriculum design to enhance high needed core competencies of low-carrier technology teachers.
Keywords
Educational Needs; Core Competency; Low-Carrier Technology Teachers;
Citations & Related Records
연도 인용수 순위
  • Reference
1 박기문(2014). 융합인재교육에서의 학습성과 측정을 위한 핵심역량 구성요인 개발. 한국기술교육학회지, 14(2), 233-256.
2 박기문, 최유현, 외(2014). 융합인재교육의 핵심역량 구성요인에 대한 타당성 연구. 한국기술교육학회지 14(3), 214-234.
3 소경희(2007). 학교교육의 맥락에서 본 '역량(competency)의 의미와 교육과정적 함의. 교육과정연구, 25(3), 1-21.   DOI
4 윤정일 외(2007). 인간 능력으로서의 역량에 대한 고찰: 역량의 특성과 차원. 교육학연구, 45(3), 233-260.
5 윤종혁, 김은영, 최수진, 김경자, 황규호 (2016). OECD 교육 2030: 미래교육과 역량을 위한 현황분석과 향후과제. 한국교육개발원.
6 이광우 외(2008). 미래 한국인의 핵심 역량 증진을 위한 초.중등학교 교육과정 비전 연구(II): 연구보고 RRC 2008-7-1. 한국교육과정평가원.
7 이은상. (2015). 기술 교사의 공학 교수역량 모델 개발. 충남대학교 박사학위논문. 미간행.
8 이종범 외(2010). 차세대영재기업인 핵심역량 평가도구 및 매뉴얼 개발. 청주교육대학교, 한국발명진흥회.
9 임유나(2016). 역량기반 수업 구현을 위한 지원 사례 탐색: 뉴질랜드 국가교육과정 개발과 적용을 중심으로. 교원교육, 32(3), 59-88.
10 임유나(2017). 역량기반 교육목표 개발과 분석을 위한 Hauenstein 신 교육목표분류학의 재조명. 학습자중심교과교육연구, 17(21), 771-797.
11 최유현(2017a). 기술교육론 I: 교육학적 탐구와 담론. 형설출판사.
12 최유현(2017b). 기술교육론 II: 학습학적 이론과 실천: 형설출판사.
13 최유현 외(2012). 창의적 융합인재 양성을 위한 STEAM 교육과정 모형 개발. 한국기술교육학회지, 12(3), 63-87.
14 Hoffman, T. (1999). The meanings of competency. Journal of European Industrial Training, 23(6), 275-285.   DOI
15 최유현, 이동원, 임윤진, 이건환. (2014). 발명 연수 참여 교사의 발명교사 기본 역량에 대한 중요도 및 수행도 인식 분석. 한국실과교육학회지, 27(4), 163-185.
16 최유현. (2016). 예비 기술교사들의 2015 개정 기술 교육과정 내용요소에 대한 중요도 및 수행도 분석. 한국기술교육학회지, 16(1), 56-76.
17 Borich, G. D.(1980). A needs assessment model for conducting follow up studies. The Journal of Teacher Education, 31(3), 39-42.   DOI
18 Martilla JA & James JC. (1977). Importance-performance analysis. Journal of Marketing, 41(1), 77-79. https://doi.org/10.2307/1250495   DOI
19 National Academy of Engineering. (2004). Engineer Of 2020 (Visions Of Engineering In The New Century). Washington, D.C: Nat'l Academy Press.
20 Moore, D.R., Cheng, M.I., Dainty, A.R.F. (2002) Competence, competency and competencies: performance assessment in organizations. Work Study, 51(6), 314-319.   DOI
21 OECD(2003). Definition and selection of competencies: Theoretical and conceptual foundations (DeSeCo)-Summary of the final report. OECD Press.
22 OECD, (2018). The Future of Education and Skills: Education 2030. OECD.
23 Rychen, D.(2003). Investing in competencies-But which competencies and for what? A contribution to the ANCLI/AEA conference on assessment challenges for democratic society (conference paper). Conference in Lyon, November 2003.
24 로베르타 골린코프.캐시 허시-파섹(김선아역) (2018). 최고의 교육(Becoming Brilliant). 예문카이브.
25 World Economic Forum(2016). The 10 skills you need to thrive in the Fourth Industrial Revolution. Retrieved from https://www.weforum.org/agenda/2016/01/the-10-skillsyou-need-to-thrive-in-the-fourth-industrial-revolution/
26 교육부(2015a). 초.중등학교 교육과정 총론. 교육부 고시 제2015-80호 [별책 1].
27 교육부(2015b). 실과(기술.가정) 교육과정. 교육부 고시 제2015-74호 [별책 10].
28 김은영(2018). OECD 교육 2030 : 미래 교육과 역량. 서울교육, 231호 여름호, http://webzine-serii.re.kr/