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NTIS 바로가기Family and environment research : fer, v.57 no.3, 2019년, pp.383 - 393
This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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역량 중심 교육과정이 미래 사회에 유연하게 대처할 수 있도록 학생들의 역량을 함양할 수 있는 것에 초점을 두는 이유는? | 이전의 교육과정이 학교와 교사에 의한 교과 지식과 내용의 전달이었다면, 역량 중심 교육과정은 미래 사회에 유연하게 대처할 수 있도록 학생들의 역량을 함양할 수 있는 것에 초점을 두고 있다. 이는 디지털 제조 혁명, 사물 인터넷, 모바일 금융 혁명, 합성생물학, 그리고 로봇 시대를 대표하는 4차 산업혁명(Klaus, 2016)과 AI, 바이오산업 등의 5차 산업혁명에서는 교육 패러다임의 전환과 새로운 미래 인재 양성을 요구하고 있기 때문이다. | |
역량은 어떻게 규정되는가? | 역량(competency)에 대한 논의는 직업 세계에서의 업무성과와 관련하여 제시된 개념이었다(McClelland, 1973). 그 후 역량은 역할 수행에서 성공적인 결과를 가져오는 개인의 내재적 특성이나 개인의 능력 특성(Boyatzis, 1982; McLagan, 1980)으로 규정되어 왔다. 또한 Spencer & Spencer (1993)는 직무나 상황에서 뛰어난 수행이나 준거 관련 효과와 연관된 개인의 특성에 기초를 두었다. | |
실과(기술·가정)를 담당하는 교사는 어떻게 구분되는가? | 이러한 인식의 결과는 실과(기술·가정)의 가정생활 분야를 담당하는 교사의 특성과 관련된다. 실과(기술·가정)를 담당하는 교사는 초등의 경우 초등학교 5, 6학년의 담임 혹은 실과 전담교사, 중등의 경우는 가정, 기술·가정 교사자격을 갖춘 교사이다. 초등학교의 경우 학급 담임은 10개 교과를 거의 혼자 담당하고 있는 경우가 많은데 이때 상대적으로 관심과 부담이 적은 실과교육은 제한된 수업 시수와 실험·실습 장비의 부족 등의 이유로 단순한 이론의 전달로 그치는 상황이다. |
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