Corollaries of the facet model of self-concept

본 논문은 자아개념의 중요한 특성들을 정교화 하기 위하여 주로 Shavelson, Hubner 그리고 Stanton (1976), Song(1982), Song과 Hattie(1986), 송인섭(1989, 1997) 등에서 추론했던 자아개념의 인식적 특성들이 논의된다. 자아개념에 대한 연구는 인간에 대한 관심만큼이나 긴 역사의 탐구기간을 갖고 있다. 이러한 역사를 갖고 있는 자아개념을 어떻게 보느냐에 대한 인식론을 통합한다는 것은 이론과 실제적인 측면에서 그 어려움을 가지고 있다. 그러나 지금까지의 자아개념 연구의 문한 고찰을 통해서 그를 정리하고자 한다. 자아개념은 다차원적일 뿐만 아니라 위계적이라는 측면이다. 다음으로 일반 자아개념의 잠재성이다. 더욱 방대한 연구의 결과들은 자아개념은 한 개인에게 있어 유일무이한 특성이라는 점이다. 유일무이할 뿐만 아니라, 이 특성은 한 개인의 행동과 관련지어 진다. 그러나 하나의 행동은 아니고 우리가 어떻게 행동하는지에 영향을 줄 수 있으나 우리의 행동을 지배하지는 않는다. 자아개념의 형성과 관련하여 자아개념은 중요 타인의 영향, 상황, 그리고 환경의 영향을 크게 받는다는 연구결과가 누적되어있다. 끝으로 자아개념은 세대에 따라 가중치의 변화에 영향을 받고, 안정적 측면이 있다. 이상의 자아개념에 대한 논의가 현재까지의 자아개념의 인식적 특성이라고 볼 수 있다. The notion of a hierarchy of the self-concept has parallels in the physical world. Rychlak (1968) argued that "a hierarchical concept is immediately suggested when one thinks of the formal properties of particulars, each of which belongs to a certain class of now more abstract, universal forms" (p. 377). Furniture, for example, denotes a class of objects. Tables and chairs are specific examples of furniture, but the term furniture is not merely an aggregation of many types of furniture. The form of the relationship between types of furniture is not obvious nor necessarily agreed upon. However, furniture is a higher-order concept then tables and chairs. Furniture has at least three levels, with the term furniture at the top, the specific objects such as tables and the chairs next, and the more specific attributes (such as round tables, oak tables, or hard-backed chairs, metal chairs) next. Similarly with self-concept : there is the general term ; then academic self-concept, social self-concept, and presentation of self; then the more specific attributes. Like furniture, general self-concept is mot merely the simple additive combination of the lower order characteristics. "Essentially, we climb the ladder of abstracting, moving up these inference levels, leaving out more details, formulating higher-and higher-order abstractions. This ladder has no ceiling; one can always make an abstraction of an abstraction (termed self-reflexivity)" (p. 14) The theory of self-concept defended here allows for the various aspects of self-concept to be differentiable, especially at the lower-orders of the hierarchy. There have been many viewpoints expressed as to the interrelatedness or otherwise of the various facets of the self. Moreover these viewpoints range from those that claim that there is a dominant core to those that regard the person more as a committee with a multiplicity of selves. It must be emphasized that self-concept is not an entity or homonculus that exists in a person. It is not a unity that only waits to be discovered, nor is it necessarily important to some people. Self-concept is merely a set of beliefs, and relationships between these beliefs, that we have about ourself. The set of beliefs is usually known in that we can tell others and/or voice aloud these beliefs. The relationships between the beliefs are usually more difficult to express, often because we are never asked to identify or express those relationships. The latent aspect of self-concept related primarily to these relationships, and, hence, self-concept is latent more that at the apex than at the lower levels of our model. Self-concept is only one aspect of a person, and its salience and meaningfulness differs among persons. Self-concept is not synonymous with person, personality, or character. Calkins(1910) argued that each person's self concept is unique and irreplaceable. There is no doubt that every person has a unique self-concept because every person has a different upbringing, has a different location in time and space, and has developed a different belief system from which to view the world. Each person discovers the world in a different way. Rosenberg(1979) added that each person's self perspective is unique, although not necessarily more or less accurate than other perspectives. Although one person may see him or herself as another sees him or her and may well hold a similar belief system to that person, the first person will not share all the same conceptions of self as the second. There are commonalities across individuals and these refer to the structure and processes of self-concept. Self-concept is not behavior, although it may be derived from behaviors and may guide, mediate and regulate behavior. Our conceptions of self can affect how we behave, but they do not govern our behavior (see Ryle, 1949; Segal & Stacy, 1975). We rarely ask "Who am I?" and then modify our behavior as a result. We may act, however, in tune with our self-concept (Erikson, 1959). Each of us has an implicit (or, very rarely, an explicit) theory of our (and others') personality and its affect on our behavior. Our self-concept guides us "at an executive level, leaving for other processes the mechanics of action. The self sets goals, has intents, and evaluates, while the scripts are executed through more simple processes of associations, learning, and overlearned response patterns" (Lowis & Brooks-Gunn, 1979, p. 26)

The Development of Career Guidance Model Integrating Subject Contents and Its Application in the Class

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.Today career guidance is regarded as a core competency to teachers. Particularly collecting and providing career information for students are becoming hot issues in the field of career guidance. However there is not sufficient time for teachers to do career guidance in schools. Under this, it can be a plausible way that teachers do career guidance for students during their regular classes. More specifically, in order to provide more effective career guidance to students, teachers need to make an effort to deliver information regarding career guidance when they deal with subject contents in the class. Consequently, teachers can be asked to integrate career guidance with content delivery in the class. This study was to build a comprehensive model for partially doing career guidance when teachers deliver subject contents in the class. Based on the built model, this study was to provide a tangible material for helping teachers who are doing career guidance in the class. In chapter 2, a review of the literature addressed the importance of career guidance in schools. Also this chapter introduced representative theories regarding career choice and development for youth. Through theoretical analyses, some implications were discussed to apply those theories to the model proposed in this study. Particularly, this study deeply reviewed some related literature focusing how to do career guidance with curriculum provided from the nation. Finally this chapter explored some possible delivery ways how teachers do career guidance in their regular classes. Chapter 3 reported the results of data analyses. Data were collected through nominal group technique(NGT) and survey. NGT was to find some more general categories that are the core components of the model. Categories are based on tangible information that teachers strongly want to know when they are doing career guidance in the class. To do this, four groups are built with 24 teachers who have an expertise in the field of career guidance. During NGTs, participants produced a variety of categories that should be included in the model. Finally 7 categories were identified through NGTs and our research committee meeting as follows: (1)#1-career path to get a specific job(eg., information regarding university, major, license etc), (2)#2-jobs related subject contents in a class unit, (3)#3-specific knowledge, skills, and attitudes related a job, (4)#4-web-sites for helping teachers to seek information about jobs and career guidance, (5)#5-specific information about a star performer in a job, (6)#6-job trends and future' jobs, (7)#7-instructional plan integrating career guidance and its application. 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.요 약 제1장 서 론 제1절 연구의 필요성 및 목적 1 제2절 연구내용 3 1. 이론적 탐색 3 2. 학생 진로지도와 관련된 교사들의 요구분석 3 3. 교과통합형 진로지도 모형개발 3 4. 교과통합형 진로지도 모형 적용을 위한 교사용 자료 개발 4 제3절 연구방법 4 1. 관련 문헌과 자료의 수집 및 분석 4 2. 전문가 협의회 운영 4 3. 교사 대상 요구조사 실시 5 4. 교사 대상 설문조사 실시 6 제4절 기대효과 6 제2장 이론적 배경 제1절 학생 진로지도의 중요성 7 1. 학생들의 고민사항으로서의 진로문제 7 2. 교실붕괴와 진로지도의 문제 8 3. 제7차 교육과정과 진로지도의 문제 9 4. 진로교육의 탄생배경과 진로지도의 문제 10 제2절 진로지도이론 11 1. Parsons의 특성-요인이론 11 2. Roe의 욕구이론 12 3. Holland의 인성이론 14 4. Blau 등의 사회학적 이론 15 5. Super의 발달이론 16 제3절 교육과정 내에서 학생진로지도의 방법 18 1. 개요 18 2. 관련 선행 연구 분석 21 제3장 NGT 및 설문조사 결과 분석 제1절 NGT 결과분석 29 1. 집단구성과 사전준비 29 2. NGT 실시 30 3. NGT 실시 결과 30 4. 진로교육 및 진로지도의 전반적 문제점 31 5. NGT 본 질문에 대한 결과 32 제2절 설문조사 결과 분석 34 1. 설문지 구성 및 조사 절차 34 2. 초등교원을 대상으로 한 설문 조사의 결과 36 3. 중등교원을 대상으로 한 설문 조사 41 제4장 교과통합형 진로지도의 개념과 모형 제1절 교과통합형 진로지도의 개념 47 제2절 교과통합형 진로지도 모형 48 1. 환경차원 49 2. 교수-학습 차원 51 3. 결과차원 54 4. 교과통합형 진로지도 모형의 최종 목적 58 제3절 교과통합형 진로지도 모형의 적용 59 제4절 본 모형의 적용에서 학교 급별 진로지도 시 고려사항 62 1. 초등학교 63 2. 중학교 64 3. 고등학교 64 제5장 교과통합형 진로지도 모형의 타당화 결과분석 제1절 연구의 적합성에 관련된 설문결과 분석 69 제2절 연구의 활용 및 효과에 관련된 설문결과 분석 70 제3절 연구의 제한점과 관련된 설문문항 분석 71 제6장 교과통합형 진로지도 모형의 적용 제1절 현장적용의 접근 기준 73 제2절 초등학교 74 1. 교재선정 74 2. 교과통합형 진로지도 모형의 적용 75 3. 구체적인 진로지도 소재 75 4. 진로지도 자료 77 제3절 중학교 93 1. 교재선정93 2. 교과통합형 진로지도 모형의 적용 94 3. 구체적인 진로지도 소재 94 4. 진로지도자료 95 제4절 고등학교 115 1. 교재선정 115 2. 교과통합형 진로지도 모형의 적용 116 3. 구체적인 진로지도 소재 116 4. 진로지도자료 117 제7장 논의 및 결론 제1절 논의 137 제2절 결론 143 제3절 제언 144 제4절 본 연구의 의의 146 1. 이론적 측면 146 2. 방법론적 측면 147 3. 실제적 측면 148 SUMMARY 149 설문지 155 NGT 참가단 명단 159 교과통합형 진로지도 모형의 타당성에 대한 설문지 160 참고문헌 16