• 수산해양교육연구
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• 제22권4호
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• pp.537-552
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• 2010

This paper attempts to study for preliminary model for consulting school curriculum. To accomplish this goal, the meaning of school-based curriculum, supervision of school curriculum, supervision of curriculum consulting are examined. Second, The condition for supervision of school curriculum is reviewed in line of curriculum context. They are discussed problem of supervision in Korea through the diagnosis of present condition. Third, Model development for the consulting in the school curriculum is attempted for building creative curriculum management. Finally, the conception of school curriculum consulting, feature of model, and the item of actual applications are discussed.

• 수산해양교육연구
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• 제23권3호
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• pp.486-502
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• 2011

The purpose of this study is to investigate the model of curriculum supervision that can substantialize the educational value by studying actual condition and problems of present curriculum supervision. And this study focuses on reciprocal actions based on communication and dialogs. As the model of supervision mentioned above, this research proposes the supervision model of curriculum based on narrative. We need to move the view point of bureaucratic administrative supervision to new vision. For the supervision matched with this new approach, the teachers' experience has to be reinforced by dialogs and communication between school members and the person in charge of supervision in the mood of respect. The educative value of school can be recovered by the narrative through interaction, respecting school members' experience and meanings in their life according to personal practical knowledge based on teacher's experience, forming the school community by mutual communication, and constructing school culture coping with change of new environment.

• 한국학교수학회논문집
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• 제11권1호
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• pp.1-18
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• 2008

예비 수학교사 교육에서 수업장학이 중요함에도 불구하고 예비교사의 수업기술 향상과 이로 인한 수업의 효과 증대에 필요한 수업장학의 구체적 방안에 대한 연구가 거의 이루어지지 않고 있는 실정이다. 이 연구에서는 국립사범대학에서 수학 수업장학을 받고 교육실습을 다녀온 74명의 예비 수학교사를 대상으로 한 설문 조사와 4명의 예비 수학교사를 대상으로 한 면담을 통하여 수학 예비교사의 수업장학에 관한 실태 및 요구를 조사하였다. 설문 조사 및 개별 면담을 분석한 결과와 수업장학에 관한 이론을 바탕으로 중등수학 예비교사의 수업장학을 위한 제언을 하였다. 조사 결과, 사범대학의 예비 수학교사 교육에서 이루어지고 있는 발표수업과 수업장학은 예비 수학교사가 수업 기술을 발전시키고 전문성을 신장시키는 실질적인 하나의 방법이었다. 한편, 효과적인 수업장학을 위하여 교육실습 기간의 수업장학은 현장과 대학의 협동장학으로 이루어질 필요가 있음을 알 수 있었다.

• 대한치위생과학회지
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• 제3권1호
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• pp.37-43
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• 2020

Introduction: All work of dental hygienists in Korea is to be carried out under the supervision of a dentist, but the main tasks of dental hygienists are systematic and sufficiently trained within the college curriculum. The purpose of this study was to compare the curriculum between the Department of Dental Hygiene and the Department of Dentistry to provide a basis for legal revision of the dental hygienist's unique work. Methods: The curriculum was acquired from the homepage of the Department of Dental Hygiene and Dentistry. The curriculum in 23 of 28 dental hygiene schools and 6 of 11 dental schools was identified on the homepage. The swere classified based on the scope of dental hygienist work. Results: The Department of Dentistry has more than twice the number of credits and subjects compared to the Department of Dental Hygiene, and the top subjects belong to the treatment and rehabilitation of dental diseases. However, in the field of preventive dentistry, which is a unique work of dental hygienists, the Department of Dental Hygiene has a score of 9.3 times higher than that of dentistry. In the public oral health field, the oral health education field, and the dental management field, dental hygienists scored twice as high as dentists. Conclusion: Since dental hygienists are receiving more education than dentists in the areas of preventive dentistry, public oral health, oral health education, and dental management, which are unique tasks, it is suggested that the work can be performed independently without supervision of the dentist.

• 영어어문교육
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• 제17권4호
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• 컴퓨터교육학회논문지
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• 제17권5호
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• pp.69-77
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• 2014

본 연구는 시 도교육청 및 유치원 차원에서 유아통합교육의 행 재정 지원체제 시스템 구축을 위한 인식을 알아보는 것이었다. 이에 대한 구체적인 연구결론은 다음과 같다. 첫째, 교원 개인의 차원, 직위별에 따른 인식의 차이에서는 법과 제도, 교육과정, 행 재정 지원, 평가 영역 등에서, 교육경력별에 따른 인식의 차이에서는 법과 제도, 교육과정, 장학 영역 등에서, 통합교육 경력별에 따른 인식의 차이에서는 법과 제도, 행 재정 지원, 평가 영역 등에서 집단 간 유의한 차이가 있는 것으로 나타났다. 둘째, 유치원 기관의 차원에서, 설립별에 따른 인식의 차이에서는 법과 제도, 교육과정, 교수-학습, 행 재정 지원, 평가 영역 등에서, 규모별에 따른 차이에서는 법과 제도, 교육과정, 장학, 행 재정 지원, 평가 영역 등에서 집단 간 유의한 차이가 있는 것으로 나타났다.

• 인간행동과 음악연구
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• 제8권1호
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• pp.61-81
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• 2011

본 연구는 음악치료전공 대학원생들의 효율적인 임상실습을 위한 토대를 마련하고, 학생들의 필요와 욕구를 반영할 수 있는 의견을 알아보고자 4개 대학원의 음악치료학과 학생들 중 실습경험이 있는 2학기 이상 5학기 이하의 학생 117명을 대상으로 설문조사를 실시하였다. 리커트 5점 척도에서 각각의 평균이 모두 3.5를 넘었다. 대상자들은 교과목 및 교과과정 만족도(3.78)에서 가장 높은 만족도를 보였으며 슈퍼비전 만족도(3.75), 임상실습 만족도 (3.65) 순의 만족도를 보였다. 전반적으로 학부전공이 비음악인 대상이 음악 전공자보다 만족도가 높았다. 실습단계가 낮은 학생들의 만족도는 대체적으로 높은 반면 실습단계가 높아질수록 만족도가 다소 떨어지는 것으로 나타났고, 인턴쉽 과정에서는 다소 높아지는 것으로 나타났다. 슈퍼비전 만족도와 임상실습 만족도에 영향을 미치는 요인분석을 한 결과 슈퍼바이저의 역할이 높은 영향을 미치는 것으로 나타났다. 교과목 및 교과과정 내용 중에서는 음악치료 요소가 높은 영향을 미치는 것으로 조사되었다. 이러한 결과들은 학교, 실습기관 학생 상호간의 효과적이고 만족스런 실습교육과 훈련을 할 수 있는 기초자료를 제공함으로써, 실습 학생들이 실습과정에서 어떤 자질과 특성을 계발하고 부각시켜야 할지에 대한 중요한 지도 방향과 지침을 제공하는데 그 의의가 있다.

• 한국중재학회지:중재연구
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• 제30권3호
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• pp.47-66
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• 2020

Due to the division of China's departmental laws, the disconnect between theory and practice, and the influence of traditional academic thinking on the understanding of the knowledge structure of arbitration legal talents in practice, the construction of law school colleges, teaching teams, and research centers mostly revolves around departmental laws, tearing the connection of the arbitration legal system. The student-centered, process-guaranteed, and result-oriented arbitration master of law training model is "virtualized," the shaping of arbitration professionalism is ignored, the coverage of practical teaching is narrowed, and the arbitration legal profession is mostly formalized. The prevalence of specialized curriculum systems shortage, single faculty, formalized practical teaching, outdated curriculum settings, unsuitable curriculum system design for development, and inaccurate professional curriculum standards and positioning renders it difficult to integrate the "Belt and Road." The cutting-edge, the latest research results, and practical experience cannot reflect the connotation, goals, and requirements of "Entrepreneurship" education, as well as arbitral issues such as the ineffective monitoring of practical education and the inconsistent evaluation of standards and scales. Under the background of the "Belt and Road," based on system theory and practice and through training goals that innovate and initiate organizational form, activity content, management characteristics, assessment and support conditions, etc., the arbitration law teaching curriculum system is gradually improved and integrated. Through the establishment of a "Belt and Road" arbitration case file database and other measures, a complete arbitration law theory and practice teaching guarantee system has been established. Third parties are introduced, arbitration law experimental modules are developed, students are guided how to discover new knowledge, new contents are mastered, solidarity, cooperation, and problem-solving capabilities are cultivated in the practice of the "Belt and Road," and quality education, vocational education, and innovation education are organically integrated. In order to implement the requirements of arbitration law education, innovation development and collaborative management of arbitration law teaching practice base should be cultivated, thus giving full play to the effect of collaborative education between universities and arbitration institutions.

• 산업진흥연구
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• 제7권3호
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• pp.93-102
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• 2022

본 연구는 오프라인대학 35개와 사이버대학 20개의 상담 관련 학과 커리큘럼을 분석하여 개선점과 발전방향을 분석하는데 그 목적이 있다. 교육과정은 교육목표, 개설 과목, 실습, 운영과정을 분석하였다. 연구 결과 '상담' 용어를 사용하는 학과의 교육목표에서 '전문상담인, 심리전문가, 전문상담자'의 용어가 가장 높은 빈도로 사용되고 있었다. 교과목에서는 상담학 기초영역은 1학년, 상담이론과 기법 영역은 2학년, 심리평가 3학년, 통계 및 연구 2학년, 상담실습 4학년에서 가장 많이 개설되어 있었다. 실습기초는 상담이론과 실제, 상담과정과 면담기법은 저학년에서 운영되고 있으며, 상담실습, 수퍼비전, 상담실습 및 사례연구, 국내외 인턴십은 4학년에서 대부분 운영되고 있었다. 이상을 토대로 오프라인대학과 온라인대학 '상담' 용어를 사용하는 학과의 커리큘럼의 개선점 및 발전방향을 논의하겠다.

• 한국지구과학회지
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• 제24권2호
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• pp.82-92
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• 2003

This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.