• 한국초등수학교육학회지
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• 제16권3호
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• pp.389-401
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• 2012

본 연구는 수학 교과에 대한 교사의 전문성 신장에 대한 최근의 연구 경향을 파악함으로써 우리나라에서 교사들의 수학 교과 전문성 신장을 위한 방향을 모색하는데 그 초점이 있다. 이를 위해서 본 연구에서는 수학 교과 전문성의 의미와 규준에 대한 고찰하고, 효과적인 수학교육 프로그램의 특징은 무엇이며, 그리고 수학 교과에 대한 전문성 신장의 과정을 문헌 분석을 중심으로 살펴보았다. 지금까지의 연구 결과 수학 교과 전문성은 양질의 수학교육 프로그램을 통한 교사의 수학 교수 학습 방법의 개선 및 이를 통한 학습의 질 향상을 의미한다. 이를 위해서, 교사들이 수학을 어떻게 가르쳐야 하는지에 대한 공유된 비전을 형성해야하며, 수학 교과와 관련된 깊이 있는 지식을 갖추어야 하고, 또한 교사들은 전문성 신장을 위한 프로그램에 적극적인 참여가 요구된다. 본 연구에서는 효과적인 수학교과 전문성 프로그램들이 갖고 있는 공통된 특성에 대해서도 다루고 있다. 우리나라 교사들의 수학 교과 전문성 신장을 위해서는 전문성 신장에 대한 교사들의 열정과 노력, 그리고 교사들에 대한 이해를 바탕으로 교사 전문성에 대한 연구가 필요하다. 또한 교육 이론과 교육 현장의 간극을 줄여줄 수 있는 현장 전문가인 교사 연구자를 적극적으로 양성해야 하며, 마지막으로 우리나라의 환경에 적합한 수학 교과 전문성 신장 프로그램을 위한 모델 개발을 위한 노력이 요구된다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권4호
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• pp.341-355
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• 2011

A research group consisting of some mathematics education scholars and school teachers has been formed to build a website which intended to combine both theories and practices of mathematical teaching since 2002. There were three working stages: video-tapping realistic math teaching, developing video discs of different themes, and designing e-Learning. The group members learned knowledge of teaching by actual participating. On the other hand, the products enabled the audience to get professional development in knowledge of both mathematics and teaching. Management process of this group and effects upon the participants and users will be presented and discussed in this paper. A research group consisting of some mathematics education scholars and school teachers has been formed to build a website which intended to combine both theories and practices of mathematical teaching since 2002. There were three working stages: video-tapping realistic math teaching, developing video discs of different themes, and designing e-Learning. The group members learned knowledge of teaching by actual participating. On the other hand, the products enabled the audience to get professional development in knowledge of both mathematics and teaching. Management process of this group and effects upon the participants and users will be presented and discussed in this paper.

• 대한치과의사협회지
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• 제54권1호
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• pp.27-38
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• 2016

Objectives: This study evaluated the outcomes of continuing professional education in implant dentistry using Kirkpatrick's four-level evaluation model. Material and methods: The study was carried out through a questionnaire distributed to dentists who attended a continuing professional education in implant dentistry, 2008~2012. They were asked to fill out questionnaires at least 6 months after its completion. Results: Mean ages of total 23 dentist was $44.8^{\circ}{\ae}8.2$. Mean period after completion of education was $2.7^{\circ}{\ae}1.2$. Knowledge (level 2) (r=0.71, p<0.01) and behavior (level 3) (r=0.68, p<0.01) was positively correlated with topic and methods of education in reaction (level 1). Behavior was positively correlated with knowledge (r=0.79, p<0.01). Result (level 4) was positively correlated with knowledge (r=0.64, p<0.01) and behavior (r=0.86, p<0.01). Conclusion: Reaction affects on knowledge, behavior and result in order.

• 간호행정학회지
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• 제14권3호
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• pp.241-248
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• 2008

Purpose: The purpose of this study was to examine the effects of preceptor preparation education on the preceptor's role recognition, role conflict and professional self-concept. Method: A Quasi-experimental design with non-equivalant control group was used. The subjects included 39 nurses, 19 in experimental group, and 20 in the control group. The program consisted of introduction of preceptor education program & curriculum, change of hospital management environment, the newest trend of nursing course, concept of preceptorship, steps of preceptorship, role of preceptor, attitude of preceptor, role of education, etiquette in nursing situation, policy of clinical education ability improvement, communication, conflict management, nursing ethics, contents concerned nursing professionalist, cardiopulmonary resuscitation, and medication. The data was collected from September 29 to November 17, 2007 using a structured questionnaire. Result: Preceptor's role recognition was increased significantly in the experimental group. However, role conflict and professional self-concept weren't significantly changed in the experimental group, compared to the control group. Conclusion: This study provides evidence for potential and beneficial effect of preceptor preparation education program on nurses.

• 의학교육논단
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• 제23권2호
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.

• 한국임상약학회지
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• 제32권4호
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• pp.281-287
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• 2022

Pharmacists should maintain professional competencies to provide optimal pharmaceutical care services to patients, which can be achieved through continued commitment to lifelong learning. Traditionally continuing education (CE) has been widely used as a way of lifelong learning for many healthcare professionals. It, however, has several limitations. CE is delivered in the form of instructor-led education focused on multiple learners. Learning is passive and reactive for participants, so it sometimes does not lead to bringing behavioral changes in workplace performance. Therefore, recently the concept of lifelong learning tends to move from CE toward continuing professional development (CPD). CPD is an ongoing process that improves knowledge, skills, and competencies throughout a professional's career. It is a more comprehensive structured approach toward the enhancement of personal competencies. It emphasizes an individual's learning needs and goals and enables learning to become proactive, conscious, and self-directed. CPD consists of four stages: reflect, plan, learn, and evaluate. CE is one component of CPD. Each stage is recorded in a CPD portfolio. There are many practical difficulties in implementing the complete CPD system for lifelong learning of pharmacists in many countries including Korea. Applying a hybrid form that utilizes CPD and CE together, as in the case of some countries, could be an alternative. Furthermore, in undergraduate pharmacy education, it is necessary to teach students about CPD and train them on how to perform CPD as a pharmacist.

• 한국실내디자인학회논문집
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• 제23권6호
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• pp.133-141
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• 2014

Graduate education in general means nurturing scholars who are capable of research that adds to the 'body of knowledge' and educators in the higher education system. Therefore 'discovering' new knowledge has always been a major role of graduate schools. However, interior design is a special field that 'application' can also produce new knowledge and therefore a wider understanding of scholarship is needed especially in the graduate level education. The purpose of this paper is to understand Interior Design graduate education system in the United States in order to develop issues that need to be discusses and addressed in Korea. Therefore, this paper first examines meanings of graduate degrees in general and current situation of Interior degrees offered in Korea. Then investigates the different types of graduate degrees in the U.S. such as post-professional degrees, first-professional degrees, and differences in general degree(M.A., M.S.) and professional degrees (M.F.A., M.I.D.). The researcher has used websites of each school and information lists of degrees offered by KIID and IDEC that serves as the main educators council in each countries. The characteristics of graduate degrees in America can be described as a structured system based on variety, flexibility, and distinction. For instance, M.F.A means a professional degree that is focused on building theory based project abilities, longer period to study but counted as a terminal in the field. However, in Korea even though the title of the degrees may differ there is not much difference shown in the educational contents. Therefore issues such as developing a more universal and international degree system, flexible and selective educational road-map, mutual understanding and unified system between various organizations for better graduate education system are proposed. Moreover, hope to start a discourse on defining scholarship and professionalism in the field of Interior Design.

• 한국학교수학회논문집
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• 제8권4호
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• pp.495-508
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• 2005

본 논문은 현장 중심 수학 교사 전문성 신장 프로그램의 교육 철학을 Dewey의 교육학적 철학적 이론에 근거하여 재조명하고자 시도하였으며, 이러한 견해를 바탕으로 수학 교사 전문성 신장 프로그램이 추구해야 하는 궁극적 목적과 그 안에 포함되어야 할 핵심 사항 그리고 그 의미를 제시하고자 하였다. 실재를 근거로 한 실제적인 교사 교육의 가치관을 제시함으로써, 현장 중심의 전문성 신장 프로그램의 방향성 및 그 활성을 도모하고자 하였다.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2010년도 하계학술대회
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• pp.151-160
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• 2010

학습순행 (學習順行: Learning Progressions)은 학습자 이해의 발달 단계를 나타내기 위해 유용한 방법이다. 본 고에서는 초임 교사가 익혀야하는 교수 지식을 체계화하고 교사교육 프로그램 개발을 발달적 관점에서 접근하기 위한 방법으로 학습순행을 소개한다. 학습순행의 개발과 타당화 과정을 제안하고, 이와 관련하여 한 과학 교사 연수 프로그램에서의 개발된 과학탐구 수업에서 ICT 통합을 위한 학습순행과 그 개발과정을 논의한다. 초임교사 전문성 향상을 위한 학습순행의 이용은 교사의 이해 정도를 평가하기 위한 근거를 제공하며, 체계적이고 발달적인 관점에서 교사 연수 프로그램을 개발할 수 있도록 지원하는 등의 다양한 장점이 있다.

• 한국간호교육학회지
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• 제18권2호
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• pp.179-187
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• 2012

Purpose: This study was designed to analyze the effect of NIE to nursing students on the self-efficacy and professional self-conception in order to provide basic information to help develop meaning and value of nursing and promote the nursing profession. Methods: This study was a nonequivalent control group pretest-posttest design quasi-experiment where the NIE was given to the test group twice a week totaling 17 times during the period of March to May, 2011. Collected data has been analyzed using SPSS 18.0. Results: There was no significant difference in general, self efficacy and professional self concept between the two groups. Scores of the experimental group in self efficacy and professional self concept after the intervention were significantly higher than those of the control group. Conclusion: NIE has been determined to be an educational method that will positively affect self-efficacy and professional self-conception in nursing students. Nursing students who challenge themselves and strive to excel in their studies and improve their problem-solving capacity will have enhanced value and socialization as a nurse.