27 research outputs found
ζθ½μ ηΌιιη¨μ ιν η‘η©Ά : ι«θ² ζθ½μ δΈεΏμΌλ‘
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :κ΅μ‘νκ³Ό μλ΄μ 곡,1998.Maste
Developing a competency model for career counseling professionals
νμλ
Όλ¬Έ(λ°μ¬) --μμΈλνκ΅ λνμ :κ΅μ‘νκ³Ό, 2009.8.Docto
An Exploratory Study on the Competency Model for Career Counseling Professionals
μ§λ‘μλ΄μμ μ λ¬Έμ±μ μ§λ‘μλ΄μ μ 체μ±μ ν립νκΈ° μν΄μλ μ§λ‘μλ΄μ ν¨κ³Όμ±μ μ κ³ νκΈ° μνμ¬ λ§€μ° μ€μνκ² λ€λ£¨μ΄μΌν μ£Όμ μ΄λ€. μ΄μ λ³Έ μ°κ΅¬λ μ λ¬Έκ° μλμ κ΄μ μμ μ§λ‘μλ΄μ λ¬Έκ°μ μλ λͺ¨νμ νμν κ³ μ νμλ€. μ΄λ₯Ό μνμ¬ μ νλ¬Έν, μ λ¬Έκ° λ©΄λ΄, μ§λ‘μλ΄μ μ€λ¬Έμ‘°μ¬ λ±μ ν΅ν΄ μ§λ‘μλ΄μ λ¬Έκ° μλμ κ΄ν κ°λ
λͺ¨νμ ꡬμΆνκ³ , μλ κ°λ
λͺ¨νμ λ΄μ©νλΉμ±μ κ²ν νκΈ° μνμ¬ 32λͺ
μ μ λ¬Έκ° ν¨λμ λμμΌλ‘ 3νμ κ±ΈμΉ λΈνμ΄μ‘°μ¬λ₯Ό μ€μνμλ€. λν μ΅μ’
νμ λ μ§λ‘μλ΄μ λ¬Έκ° μλλͺ¨νμ κ° μλ νλͺ©λ€ κ°μ μλμ μ€μ λλ₯Ό νμ
νκΈ° μνμ¬ κ³μΈ΅ν λΆμλ²(AHP)μ κ²°ν©ν κ°μ€μΉ νμ λΈνμ΄μ‘°μ¬λ₯Ό μΆκ°μ μΌλ‘ μ€μνμλ€. μ°κ΅¬ κ²°κ³Ό, νμ λ μ§λ‘μλ΄μ λ¬Έκ° μλ λͺ¨νμ 3κ°μ μλκ΅°, 14κ°μ μλμμ, 49κ°μ μλμ§νλ‘ κ΅¬μ±λμλ€. κ° μ€μΉ νμ κ²°κ³Όμ κ΄λ ¨νμ¬ μ λ¬Έκ° ν¨λλ€μ λͺ¨λ μ§λ¬΄μ§μΒ·μν μλκ΅°λ₯Ό κ°μ₯ μ€μμνμμΌλ©°, κ·Έ λ€μμΌλ‘ λ νλΒ·κ°μΈμμ§ μλκ΅°, μ΄λ‘ μ§μ μλκ΅°μ μ€μμνμλ€. 14κ° μλμμμ μλμ κ°μ€μΉλ₯Ό λͺ¨λ κ³ λ €ν λ 볡ν©κ°μ€μΉμμ λͺ¨λ ν¨λλ€μ μ§λ‘μλ΄ μ§λ¬΄μλμμλ₯Ό κ°μ₯ μ€μμνμμΌλ©°, κ·Έ λ€μμΌλ‘ κ°μΈμμ§ μλμ μλ₯Ό μ€μμνμλ€. λ³Έ μ°κ΅¬μ κ²°κ³Όλ ν₯ν μ§λ‘μλ΄μλ₯Ό ν¬ν¨ν μ¬ν λ€μν μλ΄ μμμ μ λ¬Έκ° μλμ κ°λ
ν νλ κΈ°μ΄μλ£λ‘ νμ©λ μ μμ κ²μ΄λ€. λν, λ³Έ μ°κ΅¬μμ μ μν μ§λ‘μλ΄μ λ¬Έκ°μ μλλͺ¨νμ μλ΄μμμ μ λ¬Έκ° μ격기μ€μ μ립νκ±°λ μ λ¬Έκ° μμ±μ μν κ΅μ‘κ³Όμ μ μ립νκ³ κ°νΈνλλ° μ€μν μ°Έμ‘°μλ£λ‘λ νμ© λ κ²μΌλ‘ κΈ°λνλ€.
As the expertise of career counselors is an essentially important issue for establishing professional identity and enhancing efficacy of career counseling, this study attempted to develop a competency model for career counseling professionals based on the professional competency models. To address this purpose, this study conducted the following process. Firstly, a conceptual model for career counselor competency was developed and revised through comprehensive literature review, subject matter expert interview, and open questionnaire survey on career counselors in active service. Next, three-way delphi survey from 32 selected subject matter experts was performed to validate and revise the draft of the competency model. The final competency model agreed by the delphi panels consisted of 3 clusters, 14 factors, and 47 indicators. An additional delphi survey was performed in order to identify the relative importance of the competency components of the confirmed models. The Analytic Hierarchy Process(AHP) method was applied in this stage and weights and consistency ratio was analyzed. The results of the AHP analysis were as following; Among the three competency clusters, the attitude and personal trait cluster had the highest weight by the panels in common. In terms of composite weights of competency factors, personal trait factor and reflection-self development factor had the highest weight in parallel. The resulting competency model of career counseling professionals can provide an important knowledge base for developing educational curriculum for Korean career counselors. In addition, the attempt to gather the agreements of diverse career counseling experts to identify the definitions and components of competencies will set a model for other counseling fields as a reference in building an educational objectives. The results of this study could be also utilized and referenced for diverse counseling accreditation systems
A Study on the Utilization of Self-regulated Learning Strategies of Korean Polytechnic College Students
λ³Έ μ°κ΅¬μ λͺ©μ μ νκ΅ν΄λ¦¬ν
λν(ꡬ, κΈ°λ₯λν) νμλ€μ΄ μ΅κ·Ό μ μ©ν νμ΅λ°©λ²μΌλ‘ μ μλκ³ μλ μκΈ°μ‘°μ νμ΅ μ λ΅μ μ΄λ μ λ νμ©νλμ§λ₯Ό μ΄ν΄λ³΄λ €λ κ²μ΄λ€. μ΄λ₯Ό μνμ¬ νκ΅ν΄λ¦¬ν
λ νμμ λμμΌλ‘ μκΈ°μ‘°μ νμ΅ μΈ‘μ κ²μ¬(μλͺ
ν¬, 2000)λ₯Ό μ€μνμμΌλ©° μ΄ 8κ°κ΅μ νμ 781λͺ
μ μλ£κ° λΆμλμλ€. μ£Όμ μ°κ΅¬κ²°κ³Όλ λ€μκ³Ό κ°λ€. 첫째, ν΄λ¦¬ν
λ νμλ€μ μ 체μ μΌλ‘ μΈμ§μ‘°μ (M= 3.02~3.35)μ΄λ λκΈ°μ‘°μ μ λ΅(M= 2.99~3.39)μ λΉν΄ νλμ‘°μ μ λ΅(M= 2.80~3.02)μ μλμ μΌλ‘ λ μ¬μ©νλ κ²μΌλ‘ λνλ¬λ€. νΉν, μκΈ°μ‘°μ νμ΅μ νμ μ λ΅ μ€μλ νμ
μκ° κ΄λ¦¬ μ λ΅(M= 2.80)μ κ°μ₯ λ μ¬μ©νλ©°, μλ¬λͺ©μ μ§ν₯μ± μ λ΅(M= 3.39)μ κ°μ₯ λ§μ΄ μ¬μ©νλ κ²μΌλ‘ λνλ¬λ€. λμ§Έ, μ°λ Ήμ λ°λ₯Έ μκΈ°μ‘°μ νμ΅ μ λ΅ νμ©μ μ°¨μ΄λ₯Ό μ΄ν΄λ³Έ κ²°κ³Ό, μΈμ§μ‘°μ , λκΈ°μ‘°μ , νλμ‘°μ νμ΅μ λ΅ λͺ¨λμμ 17~19μΈ μ°λ Ή μ§λ¨μ΄ μκΈ°μ‘°μ νμ΅μ λ΅μ κ°μ₯ λ μ¬μ©νλ κ²μΌλ‘ λνλ¬λ€. μ
μ§Έ, μΆμ κ³ κ΅μ λ°λ₯Έ μκΈ°μ‘°μ νμ΅μ λ΅ νμ©μ μ°¨μ΄λ₯Ό μ΄ν΄λ³Έ κ²°κ³Ό, μΈμ§μ‘°μ , λκΈ°μ‘°μ , νλμ‘°μ νμ΅μ λ΅ λͺ¨λμμ λμ
κ³ λ±νκ΅ μ‘Έμ
μ μ§λ¨μ΄ μκΈ°μ‘°μ νμ΅μ λ΅μ κ°μ₯ λ μ¬μ©νλ κ²μΌλ‘ λνλ¬λ€. μ΄λ¬ν κ²°κ³Όλ₯Ό ν λλ‘ λ³Ό λ, ν΄λ¦¬ν
λ λνμλ€μκ² νμ
μκ° κ΄λ¦¬ λ° νλν΅μ μ λν κ΅μ‘κ³Ό μλ΄ νλ‘κ·Έλ¨μ΄ μ μ€ν μμ²λλ€κ³ νκ² λ€. νΉλ³ν, λ€μν μ°λ Ήλμ μΆμ κ³ κ΅μ νμλ€μ΄ μ¬ννκ³ μλ ν΄λ¦¬ν
λνμ κ²½μ°, 17~19μΈ μ°λ Ήλμ νμλ€κ³Ό λμ
κ³ λ±νκ΅ μΆμ νμλ€μ λμμΌλ‘ ν νμ΅ κ΄λ ¨ κ΅μ‘κ³Ό μλ΄ νλ‘κ·Έλ¨μ΄ λ§λ ¨λ νμκ° μμ΄ λ³΄μΈλ€.The purpose of this study is to examine the utilization of self-regulated learning strategies which have been suggested as a useful learning method for polytechnic college students, The Self-regulated Learning Inventory(Yang, 2000) was administered to 781 students selected from eight polytechnic colleges. Results were found as following. First, polytechnic college students used strategies of behavior control (M=2.80~3.02) less than those of cognitive control (M=3.02~3.35) or motivation control (M=2.99~3.39). Specifically, study time control (M=2.80) was used the least, and mastery goal orientation strategy (M=3.39) was used the most. Second, the comparison between different age groups upon self-regulated learning showed that the age group of 17-19 years old used all the self-regulated learning strategies the least. Third, comparisons between students with different high school backgrounds upon self-regulated learning showed that students from agricultural high schools used self-regulated learning strategies the least. Implications were discussed for educational and counseling programs regarding the study time management and behavior control, specifically for students of younger age and those from agricultural high schools