• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.99-108
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• 2012

This study investigated the characteristics of preservice elementary teachers' science PCK through a mentoring program. Their perceptions of the mentoring program were also examined. The participants of this study were 33 preservice elementary teachers who prepared science lessons in small groups. A mentoring program was implemented in the processes of science lessons planning and evaluation to support their professional development. The characteristics of the preservice elementary teachers' science PCK exhibited through the mentoring program were as follows: They showed poor understanding of instructional models and logical connections of each instructional step. They also had problem in setting a clear learning goal for their science lessons. This was related with their poor understanding of the curriculum. They seldom considered students' misconceptions, and their perceptions of assessment were quite restricted. The analyses on their perceptions of the mentoring program revealed that the preservice teachers thought it was helpful for their professional development in several aspects. Mentoring could play an important role to examine and improve preservice elementary teachers' science PCK.

• 의학교육논단
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• 제23권3호
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• pp.194-203
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• 2021

Learning communities in medical education have demonstrated favorable outcomes in terms of students' learning, professional development, and wellness. Despite these strengths and the widespread adoption of learning communities in US medical schools, there has been little interest in medical learning communities in Korea. In this context, the present study examined the development and implementation of the Yonsei Medical Learning Community (YMLC) and analyzed its outcomes and areas of improvement. The Yonsei University College of Medicine has operated a learning community as part of the undergraduate medical education curriculum since 2014. The YMLC is the first program of its type in Korea. The overall structure of the YMLC consists of four distinct communities (pillars), which are named after four distinguished alumni, and each pillar is organized into five learning community classes. Each class is vertically integrated across students in different medical school years, and one faculty advisor is matched to about 30 students. As the YMLC focuses on fostering reflective practice in students and providing them with opportunities to build teamwork and experience social relatedness, two educational approaches have been adopted: reflective writing and mentoring and community activities. In this study, we obtained and analyzed second-year students' feedback on the YMLC curriculum and identified its achievements, merits, and areas that need improvement. The results have shown that over 75% and 60% of respondents reported satisfaction with reflective writing and mentoring and community activities, respectively. The educational activities of the learning community helped students regularly reflect on their learning and progress and establish close relationships with faculty advisors. However, several areas of improvement regarding content, format, and logistical issues were also identified. The present findings may provide valuable information for other institutions to develop learning communities relevant to their own context.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제32권1호
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• pp.1-22
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• 2018

본 연구의 목적은 STEAM 수업에서의 멘토교사 경험이 예비수학교사들의 융합인재교육(STEAM) 교수 역량에 미치는 효과에 대해서 알아보는 것이다. 본 연구는 사범대학과 연계된 중학교 자유학기제 수학탐구 프로그램에 참여한 23명의 예비수학교사들을 대상으로 한 학기 동안 수행되었다. 예비수학교사들의 STEAM 교수 역량의 변화 및 멘토교사 프로그램의 효과를 알아보기 위하여 사전, 사후 STEAM 교수 역량 검사와 수업 일기 및 간담회 자료 분석 결과를 활용하였다. 연구 결과에 의하면, STEAM 수업에서의 멘토교사 경험은 예비수학교사들의 STEAM 교육에 대한 지식, 교과내용지식, 교수학습방법, 수업상황 및 환경 역량 함양에 매우 효과적이었다. 특히, 중학생들을 대상으로 이루어진 STEAM 수업에서의 현장 경험이 예비수학교사들의 STEAM 교육에 대한 이해 향상과 더불어 실천적 지식을 형성하는데 실질적으로 도움이 된 것으로 나타났다.

• 의학교육논단
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• 제10권2호
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• pp.45-52
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• 2008

Purpose & Method : To describe medical students' need on the mentoring program and relationship with career choice, 186/251 (74.1%) of first-and second-year medical students at Yonsei University College of Medicine. Seoul. Korea were surveyed. Result : 66.1% of medical students replied that he/she would volunteer as a mentee in mentoring program. Medical students' need area in mentoring program was specialty choice (62.9%). research development(18.8%), adapting to school life (13.9%) and effective learning skill (2.7%). 47.2% of medical students replied that his/her wishful career and working place is university faculty. Medical students who replied that he/she would volunteer as a mentee showed more needs on the research mentoring program(P=0.0112) and faculty career(P=0.0185) than those who replied that he/she would not volunteer as a mentee. Conclusion For successful implementation of mentoring program. this analysis on medical students' need should be considered.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.141-158
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• 2011

In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)-mentoring program, which allows students to construct artefacts that are required to learn. This program is online-based and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity- constructing a creative product using building blocks- was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.

• 영어어문교육
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• 제17권2호
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• 산학경영연구
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• 제19권2호
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• pp.141-154
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• 2006

인재개발 프로그램으로 주목받아오고 있는 멘토링은 최근 조직 환경의 급속한 변화와 지식경영이 강조되면서 재개념화되고 있다. 즉, 개인과 조직의 발달이 다양한 자아들과의 관계에 의하여 이루어진 다고 생각하는 사회연결망 이론과 멘토링에 관련된 연구자들에 의해 '멘토링 연결망'이라는 새로운 개념이 형성된 것이다. 이들의 이론 연구에 의하면 개인의 발달단계는 '멘토링 네트워크'의 중요한 선행요인으로 작용하고 있다. 본 연구는 성인발달 관점의 한 영역인 교사발달 단계를 '멘토링 네트워크'의 선행요인으로 실제 분석해보기 위한 관련 문헌 및 선행연구 이론을 바탕으로 한 사전 연구로서 차후의 교사들을 대상으로 한 실증 연구의 개념적 틀이나 연구모형을 제공할 수 있을 것이다.

• 한국비블리아학회지
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• 제19권2호
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• pp.187-198
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• 2008

대학도서관에서 경험이 많은 선배사서인 멘토와 경험이 없거나 부족한 후배사서인 멘티를 위하여 멘토링을 시행한다면 그에 대한 호응도는 어떠하며, 원하는 멘토링은 어떠한 형태인지를 분석해 보는데 목적이 있다. 이를 위하여 문헌조사와 함께 P대학 도서관 사서들을 대상으로 설문조사를 실시하였다. 그 결과 멘토링에 참여할 의사는 비교적 높았으며, 관심주제는 직장생활에 대한 조언과 상담이 가장 높았고, 멘토와 멘티의 매칭은 도서관에서 구성한 위원회나 멘티가 선정하기를 희망하는 것으로 나타났다. 또 멘토링에 참여하는 파트너의 가장 중요한 조건은 업무능력이라고 하였으며, 멘토와 멘티의 매칭은 1:1을 선호하였고, 멘토링 기간은 1년 이하가 적당하다고 하였다. 위와 같이 대부분의 사서가 개개인의 전문성 개발 및 자기학습 기회를 위하여 멘토링 참여의사를 밝혔으므로 대학도서관에서도 멘토링에 대하여 적극적인 홍보와 다양한 프로그램 개발이 필요할 것이다.

• 한국학교수학회논문집
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• 제18권2호
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• pp.203-221
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• 2015

본 연구의 목적은 또래교수를 통해 고등학교 이차곡선 단원에 대한 수업을 진행한 후 문제해결능력과 수업 만족도에 어떠한 영향을 미치는지 분석하여 향후 교수학습과정에 시사점을 제시하는 것이다. 이를 위해 고등학교 2학년 자연계열 학생 76명을 연구 대상으로 선정하여 또래교수법을 활용한 수업을 진행하였다. 수업이 종료된 후에 <이차곡선 문제해결능력 검사지>의 사전-사후 검사 점수 비교와 <수업 만족도 검사지>를 분석한 결과 또래교수법을 통해 친밀한 학습 환경, 개별화된 학습 내용, 자유로운 학습 과정을 통한 학습 동기유발은 학습자 간 상호작용을 촉진할 가능성이 있기 때문에 문제해결능력과 수업 만족도에 긍정적인 영향을 미쳤다고 볼 수 있었다. 이러한 결과를 바탕으로 향후 이차곡선을 지도할 때 또래교수의 중요성과 가치를 인식하여 실제 고등학교 수업에 활용할 수 있도록 시사점을 제공하고자 한다.

• 한국의류학회지
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• 제36권10호
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• pp.1074-1086
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• 2012

This study examines the influence of mentoring function on major adaptation of university students in a fashion related department and identifies the moderating role of self-efficacy and mentor competence on the effectiveness of a fashion mentoring function. Questionnaire data were gathered from 266 university students in a fashion related department with previous experience in a mentoring program. The results showed that the psychosocial function, sensitivity developmental function, and the fashion career developmental function had a positive impact on the department adaptation (adaptation for professor and adaptation for learning). In addition, there were moderating effects of self-efficacy on the influence of the fashion career developmental function on professor adaptation and the moderating effects of mentor competence on the influence of the sensitivity developmental function on professor adaptation. The results of this study provide various guidelines for professors or administrators of fashion related departments who are interested in mentoring systems.