• 한국콘텐츠학회논문지
• /
• 제20권3호
• /
• pp.116-130
• /
• 2020

본 연구의 목적은 보육교사의 전문성 인식, 학습민첩성, 긍정심리자본 등이 직무만족도에 미치는 영향을 확인하여 보육교사의 긍정적인 직무 수행에 필요한 정책적 시사점을 제안하는 것이다. 이를 위해 전남 지역의 보육교사 283명을 대상으로 온라인 설문조사를 실시하였고, 분석결과는 다음과 같다. 첫째, 5년 이상의 경력을 가진 보육교사들이 전문성 인식과 긍정심리자본에 있어서 높은 수준을 보여주었다. 둘째, 보육교사의 직무만족도는 전문성 인식, 긍정심리자본, 학습민첩성의 순으로 높은 상관을 보였다. 셋째, 보육교사의 전문성 인식과 긍정심리자본이 직무만족도에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구결과를 통해 보육교사의 전문성 인식, 학습민첩성, 긍정심리자본은 직무만족도를 설명하는 유의미한 변인임을 확인하였다. 따라서 어린이집에서의 직무만족도를 높이기 위해서는 전문 연수과정과 컨설팅 등을 지원하여 스스로 전문직업인이라는 인식을 갖도록 하고 나아가 교사들에게 보다 많은 자율성을 부여하며 수직적인 어린이집의 운영 시스템을 개선할 필요가 있다.

• 산업진흥연구
• /
• 제9권1호
• /
• pp.249-257
• /
• 2024

본 연구는 중국 청년 교사를 대상으로 진로지속학습이 직업적 사명감을 경유하여 진로성공에 미치는 영향에서 진로개발압력의 조건부 직접효과를 확인하는데 연구의 목적이 있다. 자료는 중국 광동지역의 한 대학교에서 유의표집한 청년 교사 354명을 대상으로 설문조사를 통하여 수집하였다. 수집한 자료는 SPSS PC+ Win ver. 25.0과 SPSS PROCESS macro ver. 4.2를 활용하여 분석하였다. 적용된 통계방법은 빈도분석, 신뢰도 분석, 상관분석 및 조건부직접효과 분석이었다. 연구의 결론은 다음과 같다. 첫째, 진로지속학습 및 직업적 사명감은 진로성공과 유의한 양의 상관관계가 있었으나, 진로개발압력과는 유의미한 상관관계가 없는 것으로 나타났다. 진로개발압력은 진로성공과 유의한 음의 상관관계를 보였다. 둘째, 진로지속학습이 직업적 사명감을 경유하여 진로성공에 미치는 영향에서 진로개발압력의 조건부 직접효과가 확인되었다. 이러한 결과를 토대로 본 연구는 대학생들의 진로지속학습 뿐만 아니라 직업적 사명감과 진로개발압력을 동시에 활용하여 진로성공을 증진할 수 있는 방안을 제시하였다.

• International Journal of Internet, Broadcasting and Communication
• /
• 제16권3호
• /
• pp.158-163
• /
• 2024

Virtual world technology is driving major advances in education, entertainment, and professional training. Metaverse and extended reality (XR) technologies maximize immersion to enhance learning, provide global learning environments, and expose students to situations that are difficult to experience in real life. Career exploration is an important developmental task in adolescence, and virtual training maximizes learning by providing life-like experiences with imagery training. Virtual training overcomes spatial, financial, performance, and situational constraints and is effective in a variety of fields, including military and disaster training. It provides customized learning for various users such as youth, job seekers, and people with disabilities, deepening their understanding of professional activities and improving their problem-solving skills. It also improves the quality of learning through repetitive learning and contributes to the improvement of teamwork and communication skills, and helps to solve financial problems by using unlimited internal resources and space in virtual space, and enables people with disabilities to perform in various professions. This paper investigated the value of virtual training as a comprehensive educational tool through an economical and efficient learning experience.

• 한국학교수학회논문집
• /
• 제13권4호
• /
• pp.619-633
• /
• 2010

이 연구는 교수학습 이론에서 상황이론을 토대로 미국의 수업 전문성 신장 실천 사례를 분석하고 교사의 학습 지원 방향을 탐색한 문헌 연구이다. 연구의 목적은 수학 교사의 수업활동 개선을 위해 교사의 학습 지원에 효과적인 프로그램의 유형을 탐색하는 데 있다. 연구 내용은 교사의 새로운 교수학습 방법 학습에 관한 상황이론의 내용 분석과 미국의 수업 전문성 신장 프로그램 운영 사례 분석으로 설정하였다. 상황이론은 인지활동이 상황적, 사회적, 그리고 분산적으로 일어난다고 설명한다. 나아가 상황이론은 수업활동의 변화를 위한 교사의 새로운 교수 방법에 대한 학습과 그러한 교사 학습을 어떻게 계속적으로 지원해야 하는 가에 대한 틀을 제공한다. 첫째, 수업전문성 신장을 위한 교사 연수 프로그램은 실제 수학적 태스크 활동을 통해 살펴보고 수학 학습자의 수학적 사고과정을 분석하는 기회를 제공해야 한다. 학습자의 수학적 사고과정에 대한 이해는 교사학습에 매우 중요한 실제적인 도구다. 둘째, 수업전문성 신장 을 위한 교사 연수 프로그램은 교사-교사 혹은 교사-연구자의 협력적 활동을 장려하도록 개발하는 것이 중요하다. 협력적 활동은 교사의 지식 증대와 효과 적인 수업활동을 촉진하며, 협력을 통해 교사들은 새로운 교수 방법에 노출될 뿐만 아니라, 보다 혁신적인 수업활동을 개발하고 적용할 수 있게 한다.

• 대한간호학회지
• /
• 제31권5호
• /
• pp.781-792
• /
• 2001

Professional nurse Autonomy is an essential attribute of a discipline striving for full professional status. Purpose: This study was to clarify the concept of professional nurse autonomy to provide basic data needed for development of professional autonomy enhancing strategies. Method: This study use the process of Walker & Avante's concept analysis based on Wade's research (1999), and field data of 21 nurses. Results: Professional nurse autonomy is defined as competency and creative performance of the professional nurse in practice, to decide independently or interdependently nursing activities and to be had accountable for results of decisions, that reflect advocacy and caring. It was identified that critical attributes include responsible discretionary decision making, collegial interdependence, initiative, creativity, and caring, advocacy, cooperative relationship with clients, receptive capacity to others, activeness, self confidence, and devotion and responsibility to their profession. Antecedents include personal characteristics, educational background, experience and structural characteristics that enhance professional nurse autonomy. Consequences of professional nurse autonomy are feelings of self-efficacy, empowerment, job satisfaction, reduction of intention to leave their job. Conclusion: According to these results, it is recommended that the curriculum provides an environment for learning professional nurse autonomy, and that is used as basic data to develope strategies to enhance professional autonomy of nurse in practice and it's effects

• Asia pacific journal of information systems
• /
• 제19권4호
• /
• pp.149-176
• /
• 2009

In the recent e-learning environment, avatars are often used to help learners get familiar with the contents, which is ultimately to motivate them to study more. Therefore, it is important to investigate whether avatars have actually the desirable effect on users of e-learning materials. Surprisingly, however, no extensive study has been conducted on this crucial issue Accordingly, main objectives this study are summarized as follows. First, we need to gain better understanding of how much learners' trust towards avatars (termed as "avatar trust") is transferred to learners' trust towards e-learning contents (termed as "contents trust"). Second, we need to investigate how much learners' personal relationships with avatars as well as learning behaviors change depending on avatar types (attractive vs. professional) and contents complexity (easy vs. difficult). As described in the study objectives, in order for us to analyze empirical data more systematically, we classified avatar types into two: "attractive" and "professional;" the contents are categorized as either "easy" or "difficult." Therefore, it is essential for this study to build a prototype e-learning website on which our research purpose can be realized and tested effectively with proper avatar types and e-learning contents. For this purpose, we built a prototype e-learning website, in which avatars are invited from currently working avatar instructors used in real-world e-learning websites, and e-learning contents are adapted from real-world contents about Java programming topic, which have been proved to have shown high quality and reliability. Our research method includes questionnaire survey by inviting a number of valid respondents comprised of office workers who are believed to have high demands for the e-learning contents as well as those who have previous experience with avatar instructors. Respondents were given one of the four e-learning experiment conditions (2 avatar types x 2 contents types) on a random basis. Each experimental e-learning condition is framed to have the same quality but different avatar type and content complexity. Then the respondents are asked to fill out the survey form which has questions about avatar trust, contents trust, personal relationships with avatar, and learning behavior, among others. Regarding the constructs used in research model, we based them rigorously on previous studies. For example, we used six constructs such as behavior to give information (BGI), behavior to obtain information (BOI), need for inclusion wanted, need for control wanted, contents trust, and avatar trust. To measure them, 7-Likert scales were used in the questionnaire. E-learning performance was measured indirectly through two constructs such as BGI and BOI. Six constructs used in the research model were adopted and revised from the FIRO-B model suggested by Schutz. Empirical results are as follows: First, professional avatars are more effective for difficult contents, while attractive avatars were not as effective for easy contents. Second, our study results ascertained that avatar trust transfers to contents trust regardless of avatar types and contents complexity.

• Educational Technology International
• /
• 제6권1호
• /
• pp.41-63
• /
• 2005

E-Learning is widely introduced with cyber universities in Korea from 2001 whencyber universities were first authorized by the Ministry of Education and Human Resource Development. E-learning amplified by cyber university gave a big impact in the campus based university which became the cause for the educational paradigm shift. The changes of status of cyber university shows important trend in college education which was analyzed by enrollment rate, types of cyber university, demography, and study areas. The enrollment rate of cyber universities is ever since 2001 and variety of study areas gives popularity to students. The demography of students is as expected older than traditional students. Female students at the cyber university outnumbered that at campus based university in Korea. For analyzing the trend of e-learning in Korea, there were studies twice in 2001 May-June from 213 faculty members and staff, 630 students and in 2004 May-June with 401 students. Most of e-learning students tent to spend less time yet, students feel more burden with e-learning. Professors tend to load more materials for the e-learning in 2001but in 2004 study, the difference no longer exists. Professors and students feel the academic achievement through e-learning is not as good as from the traditional classes. Difficulties for e-learning in 2001 were the lack of administrative information but in 2004, boring contents and lack of instructional strategies for e-learning. Technical problems still do exist but less serious. Suggestions for e-learning are blended learning, online students prefer video streaming with their own lecturer, new definition of instructor is needed, professional development for content development and online instruction is needed, success story of online learning should be encouraged, guidance for online students needed. The cyber university experiencegave a positive impact on the traditional universities such as rethinking the roles of universities, the quality control of classes, professional development, student oriented educational service of e-learning pedagogy.

• 컴퓨터교육학회논문지
• /
• 제12권4호
• /
• pp.13-21
• /
• 2009

교육용 로봇은 학습자들에게 흥미를 제공하고, 참여와 동기를 증진시킨다는 점에서 많은 잠재력을 가지고 있지만, 로봇의 사용이 반드시 효과적이고 성공적인 학습을 이끄는 것은 아니므로, 로봇 프로그래밍 교수 학습 환경과 학습 참가자들의 특성을 고려한 교수 학습 설계가 필요하다. 따라서 본 연구에서는 전문계 고등학교 학습자의 동기를 유발하고 지속시키기 위한 로봇 프로그래밍 교수학습 모형을 개발하였다. 먼저, 선행 연구 문헌 분석을 통해 로봇 프로그래밍 교수 학습 환경과 전문계 고등학교 학습자들의 특성을 파악하였다. 이러한 특성을 기반으로 델파이 연구를 진행하여 동기부여 전략을 추출하고 적용 방법을 개발하였다. 전문계 고등학교 학습자들을 위하여 개발된 교수학습 모형은 5개 구성요소 및 21개 전략을 포함한다.

• 영어어문교육
• /
• 제18권3호
• /
• pp.149-174
• /
• 2012

This research aims at exploring what Korean teachers of English need for their effective professional development, particularly from the perspectives of peer trainers who are school teachers as well as teacher trainers. The research is based on an assumption that despite the critical roles of peer trainers in the changing process of English education, very little attention has been paid to listening to their voices. Having an awareness of the meaningfulness of their voices in teacher education, the researcher collected and analyzed the data, employing a questionnaire responded by 32 peer trainers and in-depth group interview with 6 peer trainers who responded the questionnaire. The research findings suggest that the majority of peer trainers believe that the priority should be put on teaching practice rather than language competence for Korean English language teacher development. It has been found that they believe that teacher learning within the workplace with some support from outside experts is the most effective way of making classroom change possible and keeping teachers' professional development sustainable. Finally, the research suggests school-based professional development as an alternative strategy to satisfy their needs on effective and sustainable professional development.

• International Journal of Advanced Culture Technology
• /
• 제12권3호
• /
• pp.355-361
• /
• 2024

The purpose of the study was to examine the effects of early childhood teachers' professional development and Grit on their teacher-child interactions. The subjects were 363 early childhood teachers working at kindergartens or childcare centers of South Korea. We used self-reporting survey questionnaires to measure the major variables and utilized the SPSS 28.0 Program to analyze the collected data. Cronbach's alphas were calculated and the descriptive statistical analyses were conducted. To investigate the research questions, Pearson's correlation analysis and multiple regression analysis were done. As results, the higher early childhood teachers' professional development and Grit were, the higher their teacher-child interactions were. Early childhood teachers' professional development and Grit were found to have positive effects on their teacher-child interactions, which showed that professional development and Grit would predict the quality of interactions between teacher and young children. Based on these results, we suggest the importance of early childhood teachers' professional development and Grit so that they practice excellent interactions with young children in order to support development and learning through play.