• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.213-219
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• 2005

본 연구에서는 교사의 전문성 영역의 한 부분인 학생 평가 전문성을 교사 스스로 진단해 보고 진단 결과에 대해 적절한 처방을 제공받을 수 있는 교사의 학생 평가 전문성 자기진단 프로그램을 개발하고자 하였다. 이를 위해 선행 연구와 문헌 조사를 통해 교사의 학생 평가 전문성을 구성하는 요인을 규명하고 이를 범주화하여 학생 평가 전문성 진단 도구를 구안하였다. 교사의 학생평가 전문성 구성 요인은 1990년에 미국의 AFT(American Federation of Teacher), NEA(National Education Association), NCME(National Council on Measurement in Education)가 공동으로 발표한 ‘학생 평가를 위한 교사의 평가전문성 기준(Standards for teacher competence in Educational Assessment of Student)’ 7가지를 연구자가 진단 도구 개발에 적합하도록 ${\circled1}$평가 방법의 선정, ${\circled2}$평가 도구의 개발, ${\circled3}$평가 실시?채점 및 성적 부여, ${\circled4}$평가 결과의 해석?분석?활용?의사소통의 4개 영역으로 재구성하였다. 진단도구를 개발하는데 있어서는 전문성 구성 요인별로 설문 형식의 질문에 답하고 이를 종합하여 점수를 매기는 방식보다는 구체적인 상황과 사례를 제시하고 이에 대해 평가를 해보게 하는 방식을 이용하여 평가 능력을 실질적으로 진단할 수 있게 하는데 초점을 맞추었다. 개발된 프로그램은 교사가 외부로부터 평가 받는데 소극적인 점을 감안하여 교사 스스로 자기를 진단할 수 있는 도구를 제공하고자 했으며, 진단 도구를 통해 밝혀진 결과에 대해 처방이나 안내를 함께 제공하여 교사가 자신의 평가 전문성을 제고하는데 보다 적극적으로 나설 수 있도록 도울 수 있는 프로그램으로 개발하려 하였다. 또한 이 프로그램을 교사가 활용하는 과정에 대한 조사 연구를 통해 궁극적으로는 교사의 학생 평가 전문성 신장을 위해 필요한 외부 지원이 무엇인지 추출하고 이러한 지원 체계와 교사가 능동적으로 이어질 수 있는 방안을 모색해 보고자 한다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.1
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• pp.167-188
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• 2023

This study reviewed the current status of low-experienced teacher librarians with less than 5 years and attempted to identify their educational needs through IPA analysis, Borich Priority Formula, and The Locus for Focus Model. A survey was conducted on low-experienced teacher librarians with less than 5 years of experience to analyze their process in the pre-service teacher training and experiences before an appointment and to identify teacher librarians instructional expertise. The results of the analysis of the study are as follows. First, there was a statistically significant difference between the importance and performance in all areas of instructional expertise of low-experienced teacher librarians. Second, 'reading education-practice progress' was recognized as a 'Keep up good work' with high importance and satisfaction, and 'library-based instruction planning, progress evaluation', 'information literacy-curriculum design', and 'digital and media literacy education-progress and evaluation' were recognized as areas of 'Concentrate here' through IPA analysis. Third, In the Borich Priority Formula, 'teaching-learning evaluation', 'teaching-learning progress', and 'teaching-learning plan' in the Library based instruction area showed the highest educational needs. Fourth, the library-based instruction was shown to the high discrepancy/high importancy area as same as the Borich Proity Formula. The results of this study can provide implications for improving the instructional expertise of teacher librarians.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.29-44
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• 2003

This study aimed to evaluate the subject matters and goals, and to know the operation of Technology·Home Economics of middle and high schools in Kyungnam area. Data were collected from 235 teachers with the questionnaire by mail. The results were following; 1. The major of teachers was Technology·Industry 30.6%, Home Economics 67.2%. The teaching style was the team-teaching 51.1%, one's responsible teaching 41.3%. The team-teaching was operated more frequently in high schools than middle schools. The most difficulties were the shortage of subject's hours, the shortage of practice hours, etc. 2. The overall evaluation of subject's matters and goals were about middle levels. but the items of the job-course education and the interrelatedness of Technology and Home Economics were a little low levels. 3. The speciality and the utility of the subject's matters were evaluated highly oneself for one's major, but those of different major were lowly so. The sector of Computer was shared commonly with Technology and Home Economics' teachers. 4. The attitudes toward the separation or integration of Technology·Home Economics in the 8th curriculum revision were half and half. If Technology·Home Economics will be separated, each subject need 2 hours per week.

• Journal of Korean Society of Archives and Records Management
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• v.24 no.1
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• pp.137-161
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• 2024

Professional competencies serve to demonstrate and develop expertise. As such, the study summarized theories on the concept of competency and competency model development and utilization, proposing ways to utilize the competency system to strengthen domestic archivists' expertise through a case study of international archivist competency systems. Five competency frameworks for archivists developed by international archivist associations were analyzed. Results showed that the archival profession's competency frameworks were primarily utilized in two ways. First, they are used to verify professional definitions, which are used as verification standards for registering certified professionals at the archivist association level. Second, they are used to enhance expertise in conjunction with individual professional self-assessment and continuing professional development program design. These two applications can operate in a complementary relationship to utilize the competency framework in demonstrating and strengthening competencies.

• 종축개량
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• v.20 no.5
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• pp.12-23
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• 1998

한우개량사업에 있어 종축에 대한 육종가(Breeding Value)의 평가는 아쉽게도 그리 역사가 깊지 않다. 1995년 3월에 축협개량사업본부에서 최초로 종모우 및 종빈우에 대하여 유전능력을 평가한 이래 현재 98년 5월 31일 농촌진흥청 종축개량부, 축협 한우개량부 및 본회와 공동으로 '한우유전능력 평가보고서(제2호)'를 발간하였다. 사실 이 보고서를 통하여 한우농가에서는 용어의 전문성 등으로 직접 활용하기란 어려운 현실이므로 이해하고 활용할 수 있도록 설명코자 한다.

• School Mathematics
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• v.9 no.3
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• pp.327-352
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• 2007

The Korea Institute of Curriculum and Evaluation(KICE) has carried out the research on the development of the standards on teaching evaluation between 2004 and 2006, and particularly on the 'mathematics' teaching evaluation in 2006. The purpose of development of mathematics teaching evaluation standards is to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. The standards on mathematics teaching evaluation were developed based on the standards on general (not individual subject) teaching evaluation. They were revised and modified by analyzing the results of the interviews and survey with teachers about the adaptability of the standards in school. The standards were classified into four major areas of knowledge, planning, practice, and professionalism. Each area of these four were categorized into 6 smaller divisions and 36 elements. In addition, it was presented that brief descriptions on each teaching evaluation standards(element), guideline for evaluation methods, evaluator's observation index, and performance level with explanation for the standard achievement in four stages.

• Journal of the military operations research society of Korea
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• v.35 no.3
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• pp.101-117
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• 2009

The objective of this study is to find relations between success factors of project management and user satisfaction and usage for analysis report. According to emprical study, the main factors that affect user satisfaction are requirement and proper planning. And the main factors that affect usage are expert of analysis, proper planning and user satisfaction.

• Proceedings of the Korean Society of Disaster Information Conference
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• 2022.10a
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• pp.148-149
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• 2022

본 논문에서는 지역별로 발생 양상이 다른 사회재난의 종합적 위험분석을 위한 정보활용 방안 및 전략을 제안한다. 사회재난은 재난유형이 매우 다양하며, 각기 다른 발생 및 전파양상을 가지고 있어 전문성을 기반으로 관계하고 있는 개별부처에서 각각 관리되고 있다. 재난이 발생 후 대응, 수습 및 복구에 이르는 활동은 대표적인 현장대응 부처인 행정안전부, 경찰청, 소방청 등에서 주로 담당하고 있으나, 예방 및 대비 활동은 각 부처에서 개별법령에 의한 제도 및 정책에 의해 위험요소를 저감하기 위한 활동으로 진행된다. 예를 들어 화학사고의 경우 화학사고예방관리계획서, 장외영향평가, 화재는 방화지구, 화재경계지구, 산불은 산불취약지수 등 각각의 물리적 매커니즘을 적정히 고려하는 이론적 근거의 의해 사전에 그 위험을 평가하고 있으나 재난관리 예방을 담당하는 부처에 까지 연속성을 가지고 그 결과들이 적극적으로 활용되고 있지 못하고 있다. 이에 본 연구에서는 각 부처에서 개별법령에 의해 평가되는 공신력 있는 자료들의 융합적 해석에 근거한 종합위험 평가 개념을 정립하고 실제 활용 가능성에 대해 논하고자 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.04a
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• pp.539-542
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• 2009

평가위원추천시스템은 평가대상과제와 전문가간의 과제일치도와 평가위원의 공정성 및 전문성을 고려하여 평가대상과제에 대한 평가위원후보를 선정하기 위해 개발된 시스템이다. 본 시스템 개발 및 활용을 통해 평가 전문기관으로서의 위상 및 신뢰성을 강화하였고, 자동화된 업무 프로세스를 진행할 수 있어 평가관리 업무의 효율성이 획기적으로 향상되었다.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.