The Development of the Teaching Competency Model for HRD (Human Resources Development)

I. 서론 Ⅱ. 이론적 배경 1. 역량과 역량 모델 2. 교수 역량(teaching competency)의 개념 및 구성 항목 3. 교수 역량(teaching competency)에 대한 선행 연구 Ⅲ. 효과적인 인적자원개발을 위한 교수 역량 모델 개발 1. 교수 역량 모델 개발 절차 2. 교수 역량 모델 Ⅳ. 교수 역량 모델의 적용 1. 연구 방법 및 연구 대상 2. 자료의 처리 및 분석 3. 연구의 결과 Ⅴ. 결론 참고문헌 abstractThe purpose of this study is to provide guidance for training and supporting of teacher and trainer in HRD by identifying their roles and developing teaching competency medel. Following research process and method are adopted for this study. First, we reviewed many literatures, and interviewed professors in H University to analyze their role, core teaching competency. And we had some focus group meetings to identify common teaching competency. Second, we developed the model of teaching competency of the categorizing of teaching roles and core competencies and common competencies. Third, we developed a questionnaire for diagnosing to identify the degree of teaching competency. Fourth, we applied the model to the field(H University) for to analysing the teaching competency level of professors. The Results of the study were as follows. The teaching competency model was consisted of thirty-six items for eighteen teaching competencies divided into nine core competencies and nine common basic competencies about three teacher roles - instructional designer, facilitator, evaluator. The result of application was not statistically significant differences according to specialities(science & engineering, humanity & sociality, medicine, and art) and status (a fulltime lecturer, an assistant professor, an associate professor and a professor) of professor. But, trend of mean of professor's specialities and status was remarkable. Specialities of science & engineering and an associate professor have relatively a low level of teaching competency in all of eighteen teaching competencies

The Development of the Teaching Competency Model for HRD (Human Resources Development)

본 연구는 대학교수의 교수(teaching)에 대한 수행 수준의 실태를 파악하고, 이를 토대로 체계화된 대학교수의 교수(teaching)지원 프로그램을 개발하기 위한 근거를 마련하기 위해 시행되었다. 대학에서의 교수 역량 모델을 개발하기 위하여 Lucia & Lepsinger(1999)와 Dubios(1993)가 제시한 역량 모델 절차를 혼합 보완하여 문헌자료 수집, 인터뷰, 포커스그룹 미팅을 통하여 교수자의 역할과 핵심 역량, 공통기본 역량을 규명하여 교수 역량 모델을 개발하였다. 교수자로서의 역할은 교수설계자, 촉진자, 평가자 3가지로 구명되었고, 각각의 역할마다 3개의 핵심 역량과 공통기본 역량이 규명되어 총 18개의 세부 교수 역량이 규명되었고, 각 역량에 대한 진단문항이 개발되었다. 개발된 역량 모델과 진단지(cronbach's α=.93)를 적용하여 2003년 1학기부터 2004년 1학기까지 총 63명의 교수를 대상으로 교수 역량에 대하여 전공계열별, 교수직급별 분석을 실시하였다. 연구결과 교수 역량 중 학습환경 조성능력과 교수직급간에 부적 상관관계가 있는 것으로 나타나, 오히려 직급이 낮을수록 학습을 위한 환경 조성을 잘 하는 것으로 드러났다. 본 연구는 국내의 인적자원개발 분야의 훈련자(trainer)와 교수자(teacher)가 갖추어야 할 핵심 역량과 공통기본 역량을 구체적으로 진단할 수 있는 기본적인 프레임웍을 제공한 데 의의가 있다고 하겠다.The purpose of this study is to provide guidance for training and supporting of teacher and trainer in HRD by identifying their roles and developing teaching competency medel. Following research process and method are adopted for this study. First, we reviewed many literatures, and interviewed professors in H University to analyze their role, core teaching competency. And we had some focus group meetings to identify common teaching competency. Second, we developed the modelof teaching competency of the categorizing of teaching roles and core competencies and common competencies. Third, we developed a questionnaire for diagnosing to identify the degree of teaching competency. Fourth, we applied the model to the field(H University) for to analysing the teaching competency level of professors. The Results of the study were as follows. The teaching competency model was consisted of thirty-six items for eighteen teaching competencies divided into nine core competencies and nine common basic competencies about three teacher roles - instructional designer, facilitator, evaluator. The result of application was not statistically significant differences according to specialities(science & engineering, humanity & sociality, medicine, and art) and status (a fulltime lecturer, an assistant professor, an associate professor and a professor) of professor. But, trend of mean of professor's specialities and status was remarkable. Specialities of science & engineering and an associate professor have relatively a low level of teaching competency in all of eighteen teaching competencies