• 의학교육논단
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• 제23권2호
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• pp.104-107
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• 2021

Building professional identity is the most basic purpose of medical education. Students who enter medical schools do not have an identity rooted in the medical profession, and universities should therefore take steps to help students form their identity as doctors, attitudes, beliefs, and values through the curriculum. However, while medical knowledge and clinical skills are fully reflected in basic medical education, issues persist regarding education on values, attitudes, and beliefs that are important for professional identity. Regarding the process of professional identity formation, it is important to keep in mind that rapid changes in modern society lead to corresponding changes in socio-cultural expectations and demands related to professional identity, resulting in discrepancies between the reality of medical education and the actual field of medicine. Medical schools need to prepare students for these discrepancies, and in-depth discussions should address what is important and what should be solved first at medical education sites. However, it is difficult to generalize the tasks of professional identity formation in the field of medical education because each medical school may have unique circumstances. This article discusses the tasks that medical education should solve for professional identity formation education in terms of five aspects: establishing learning outcomes, training educational experts, introducing transformative learning, utilizing self-directed learning, and developing evaluation methods.

• 수산해양교육연구
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• 제16권1호
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• pp.11-20
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• 2004

The purpose of this study was to analyze of career exploration and career decision-making by identity statuses(diffusion, foreclosure, moratorium, achievement) of vocational high school students. The research questions were formulated as follows. (1) Is there a difference in identity statuses by level of the career exploration? (2) Is there a difference in identity statuses by level of the career decision-making? (3) How much identity statuses-identity diffusion, identity foreclosure, identity moratorium, identity achievement-effect to the career exploration and career decision-making? 255 vocational high school students in Pusan were sampled. For the statistical analysis, Oneway, analysis of covariance structure by AMOS 4.0 was applied. The results of the study were as follows. (1) The identity diffusion was low in the level of career exploration, but the identity moratorium and achievement were high in the level of career exploration. (3) The identity diffusion was low in the level of career decision-making, but the identity achievement was high in the level of career decision-making. (4) The identity diffusion effected to negatively career exploration and career decision-making, identity foreclosure effected to low positively career exploration and career decision-making, identity moratorium effected to positively career exploration but negatively career decision-making, identity achievement effected to positively career exploration and career decision-making.

• 의학교육논단
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• 제23권2호
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• pp.75-79
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• 2021

In modern society, doctors are a representative example of professionals-that is, doctors are members of an occupation with high barriers to entry. For doctors, long-term education, training, and licensing are factors that make it difficult to enter medical practice. These external characteristics, which have mainly arisen in the modern era, play an important part in the professional identity of doctors. Nonetheless, the core of the doctor's identity is the identity of the healer. In today's Korean society, the universal identity of doctors as healers results from a combination of the special historical identity of professionals with high entry barriers. Korean society currently demands a high level of ethical awareness from doctors. These demands are partly derived from the nature of the practice of medical care, but they also reflect demands for strong social responsibility as professionals. It is difficult to cultivate professional ethics simply by imposing legitimate virtues, presenting an ideal model, or emphasizing moral education that is not fully realistic. A deep-rooted sense of professional ethics stems from a clear awareness of professional identity. Education plays an important role in the formation and awareness of doctors' professional identity, and various types of content and methods can be used in education. However, since the identity of an entity is formed through the process of historical experience, it is thought that the historical process of the formation of doctors as a profession should be included as an important part of education.

• 수산해양교육연구
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• 제19권1호
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• pp.121-128
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• 2007

The purpose of this study was to test the effect of the gender equality career education program on vocational gender egalitarianism and career identity of middle school students. The subjects of this study were 72 middle school students in Busan. They were divided into two groups, the experimental group and the control group, with 36 students each. Korea Gender Egalitarianism Scale for Adolescents and Career Identity Scale of My Vocational Situation(MVS) were used to measure vocational gender egalitarianism and career identity. Collected data were analyzed using t-test. Results of analysis showed that the experimental group showed higher vocational gender egalitarianism and higher career identity than the control group. The implications of this study for career guidance were discussed and recommendations for future research were made.

• 한국학교보건학회지
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• 제19권1호
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• pp.31-43
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• 2006

Purpose: The purpose of this study was to identify the effects of sex education on middle school boys' perception about obscene materials and self identity. Methods: This study was employed, using pretest-posttest of nonequivalent control group design. Data were collected from April 1st to May 14th, 2005. The subjects were recruited from two middle boys' school in Incheon which have similar class accomplishments and financial statues. Sampling method was used 70 students were assigned to experimental group and 74 students to control group. The 45 minutes sex education was given 4 times within 3 weeks to the experimental group. Four weeks later after education has finished, post test was done. The data were analyzed using Chi test, Fisher's exact test and t -test by SPSS. Results: The 1st hypothesis 'The experimental group which received sex education will have a higher score of perception about obscene materials than control group' was supported(t = 3.370, p = .001). The 2nd hypothesis 'The experimental group which received sex education will have a higher score about self identity than the control group' was supported(t = 1.997, p = .048). Conclusion: This study showed that sex education effectively helps middle school boys to have right perception about obscene materials and to promote self identity.

• 기독교교육논총
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• 제76권
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• pp.173-192
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• 2023

연구 목적 : 본 연구는 메타버스시대를 주목하면서 기독교 자아정체감의 방향성을 제시하는 것이 목적이다. 디지털 혁명으로 새롭게 부상한 메타버스의 상황을 수용하면서 탈 현실화의 문제로 인해 발생할 수 있는 정체성 위기의 문제점을 토대로 기독교 자아정체감을 형성하는 교육의 방향성을 제시하는 것이다. 연구 내용 및 방법 : 메타버스와 탈 현실화의 논의를 중심으로 기독교 자아정체감의 중요성과 교육의 방향성을 제시한다. 이를 위해 아스머(Richard Osmer)의 합의 모델(Consensus model)을 토대로 실천신학의 4가지 과제를 수행하였다. 기술·경험적 과제(descriptive-empirical task)를 수행하면서 메타버스의 기회와 위기의 측면을 제기하였다. 해석적 과제(interpretive)를 통해 메타버스와 탈 현실화의 문제를 제시하였다. 규범적 과제(normative task)를 통해 기독교 자아정체감의 중요성을 부각하고, 실용적 과제(pragmatic task)를 수행하면서 기독교 자아정체감을 지향하는 교육을 제시하였다. 결론 및 제언 : 메타버스시대의 교육은 기독교 자아정체감을 형성하는 것이 중요하다. 교육의 목적은 그리스도인의 자아정체감 형성이며, 교육 내용은 그리스도인의 관계적 자아(relationality self), 평등적 자아(equality self) 그리고 개방적 자아(openness self)를 구축하는 것이다. 교육 방법은 대화식 교육이며, 교사와 학습자는 해석자의 만남으로 제시될 수 있다. 환경은 해석된 삶의 모든 영역이며, 평가는 제자와 시민으로서의 그리스도인의 삶으로 나타날 수 있다. 다양한 세대를 고려하며 기독교 자아정체감 획득을 위한 역량강화 교육 방법을 제시하는 것은 제언점이다.

• 지역사회간호학회지
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• 제19권3호
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• pp.450-458
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• 2008

Purpose: This study was done to investigate the relationship between the type of gender role identity and home environmental variables. Method: This study used a descriptive survey design and convenience sampling. Data were collected through self report questionnaires from 1,497 female high school students in Seoul. The data were analyzed by the SPSS 10.0 program, which included frequency, percentage, mean, standard deviation, chi square test, ANOVA, and Duncan test. Results: The androgyny gender role identity was most common (33.9%). The type of gender role identity had a significant correlation with home environmental variables (economic status, relationship with parents, father's education level, mother's education level. noninterference, reasonable guidance, affection, overprotection, achievement, active involvement, limit setting). Conclusion: It is necessary to provide parent education programs to help female adolescents develop gender role identity toward androgyny.

• 한국가정과교육학회지
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• 제30권2호
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• pp.21-37
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• 2018

본 연구의 목적은 중학생의 자아정체감, 부모양육방식, 또래애착, 교사관계가 진로정체감에 미치는 영향력에 대해 알아보고, 관련 변인과 진로정체감간의 관계에서 자아정체감이 조절효과를 보이는지 검증하는데 있다. 연구문제를 해결하기 위해 분석에 사용한 통계 프로그램은 IBM SPSS 22.0이었으며, '한국 아동·청소년 패널조사(KCYPS)' 중1 패널 3차년도 자료를 분석대상으로 빈도분석, 기술 통계, Cronbach's α, 중다회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 진로정체감에 영향을 미치는 변인은 자아정체감, 또래애착, 교사관계의 순서로 나타났으며, 부모양육방식은 진로정체감에 직접적인 영향을 미치지 않는 것으로 나타났다. 둘째, 자아정체감의 조절효과를 알아본 결과, 부모양육방식과 자아정체감의 상호작용항은 정적 효과가, 교사관계와 자아정체감의 상호작용항은 부적 조절효과가 있는 것으로 나타났다. 이에 본 연구 결과를 진로 관련 프로그램 개발, 학교 현장에서의 진로상담, 가정교과에서 진로 교육 시 기초자료로 활용한다면 진로정체감 형성에 도움이 될 수 있다고 생각된다.

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 1998년도 가을 학술발표대회 논문집 디자인 학 연구
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• pp.38-39
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• 1998

• 한국간호교육학회지
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• 제19권3호
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• pp.423-432
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• 2013

Purpose: The purpose of this study was to identify the factors influencing college life adjustment in nursing students. Methods: The subjects consisted of 206 nursing students. Data were collected from December 6 to December 13, 2012. Data analysis was done using descriptive statistics, t-test, ANOVA, Pearson's correlational coefficients and multiple regression with SPSS WIN v 20.0. Result: The mean scores of ego-identity ($3.53{\pm}48$), social problem-solving ability ($3.41{\pm}.42$), and college life adjustment ($5.27{\pm}.91$) were above average. College life adjustment was significantly different according to ego-identity, academic performance, and perceived health state. Ego-identity, academic performance, and perceived health state were influencing factors of college life adjustment (53.2%). Conclusion: It is necessary to develop an education program to improve ego-identity, academic performance, and perceived health state to help nursing students to adjust to their college life more effectively.