교과통합형 진로지도 모형개발과 적용

Abstract

본 연구는 이와 같은 문제의식에 바탕을 두고, 다음과 같은 목적을 달성하고자 한다. 첫째, 교과통합형 진로지도 모형을 개발한다. 여기에서 ‘교과통합형 진로지도’란 교과담당교사가 수업을 전개하는 과정에서 진로지도를 병행하는 것을 의미한다. 수업 시간에 진로지도를 병행하는 가장 큰 목적은 학생들로 하여금 해당 수업에 보다 적극적으로 참여토록 하는 내적 동기를 유발하는 데 있다. 둘째, 본 연구에서 개발된 교과통합형 진로지도 모형을 일부 교과에 예시적으로 적용하기 위한 교사용 자료를 개발한다. 이 연구에서는 동 모형을 적용하기 위하여 사회 과목을 선택하였다. 사회 과목을 선택한 이유는 다음과 같다. 먼저, 사회 과목은 초·중·고에 재학하는 모든 학생들이 배우는 과목이기 때문에 각 학교급별로 예시가 가능하다. 다음으로, 사회 과목은 진로지도와 연관시킬 수 있는 교과 내용이 비교적 다양하게 포함되었기 때문이다. 끝으로, 사회 과목의 성격이 사회현상을 올바르게 인식하고 사회지식 습득과 사회생활에 필요한 기능을 익히며, 민주사회 구성원에게 요청되는 가치와 태도를 지님으로써 민주시민으로서의 자질을 육성하는 교과이기 때문에 그 자체로서 한 개인의 진로와 매우 관련이 깊기 때문이다.

This study conducted survey to seek teachers' needs and to determine the priority of the needs. Also the additional purpose of this survey was to obtain the validity of results came from NGTs. Participants in survey were divided into two groups: elementary teachers and secondary teachers. For elementary teachers, they tended to recognize that career guidance was not doing successfully in schools. Particularly sufficient time and fruitful materials for career guidance were not given to them. These were viewed as more critical barriers. Fortunately, they believed that teachers' material consisting of useful and tangible information for career guidance was able to be helpful for themselves in the class. This study identified gaps between "what is" and "what should be" in each category above. "What is" means the extent to which teachers currently can provide meaningful information in each category. "What should be" indicates the extent what teachers should know information in each category. Through one sample t-test, this study found there existed statistically gaps between two states in all categories. As such, all categories needed to be considered as core components in the material for helping teachers to do career guidance in the class. Also this study used 'the locus for focus model' to determine relative priority in 7 categories. In consequence, #4, #5, #6, and #7 had ranked as higher priorities whereas others had ranked lower priorities. Secondary teachers also perceived that career guidance was not sufficiently given to students in schools. This finding is the same as elementary teachers' one. However, secondary teachers tended to have more negative viewpoint about career guidance practices than elementary teachers did. Particularly teachers' and principals' insufficient perceptions toward career guidance were viewed as very critical barriers. Secondary teachers also revealed that they would like to use useful materials for helping them to do career guidance in the class. Both one sample t-test and 'the locus for focus model' were used to identify gaps and to determine relative priorities as well. Consequently, gaps between "what is" and "what should be" existed in all categories. Also, #3, #5, #6, and #7 had relatively ranked as higher priorities. Based on these findings, research committee decided to include all categories into the model because this study is in the nature of exploratory inquiry. The model played an important role to make a material for helping teachers to do career guidance in the class unit of social studies. The final of destination of the model is to motivate students in subject contents, to improve students' academic achievement, and to help students having positive perceptions about career. This study tried to obtain the validity of the findings through another survey. 51 participants who are school teachers or experts with an expertise in career guidance were asked whether the comprehensive model produced in this study is applicable in the practice and the materials is helpful in the class. In general, participants tended to very positively perceive the model and the material in terms of their applications. In the last chapter, this study proposed several considerations regarding how well the model can be used in the class. Some implications were discussed with the limitations of this study for both researchers and practitioners as well. Also the study addressed the importance of the findings in this study from the aspects of theory, methodology, and practice in the field of career guidance. ...