A Study on Reform Trends of Teacher Education in Germany -Focused on the Enlargement of School Practice in Two Federal States, Nordrhein-Westfallen and Niedersachsen

교육개혁 요구가 높아질 때 교사교육 개혁은 핵심적 요구로 등장한다. 이 연구는 독일의 교원양성교육 개혁동향과 노르트라인-베스트팔렌(Nordrhein-Westfalen) 주와 니더작센(Niedersachsen)주의 교원 양성과정에서의 실습을 강화하는 개혁 사례를 분석하여 한국의 교사양성교육에 주는 시사점을 탐색하고자 한다. 노르트라인-베스트팔렌 주는 고등학교에서의 적성탐색과 석사과정에서의 실습학기를 도입하여 양성과정에서의 실습을 강화하고 있다. 니더작센 주는 초등학교, 주요학교, 실과학교의 교원양성과정에서 실습준비, 실습 실행, 실습 사후지도를 포괄하는 실습단계를 설정하여 학교현장에서의 실습을 강화하고 있다. 독일 사례연구로부터 다음과 같은 시사점을 얻을 수 있다: 1. 한국의 교원양성교육에서 실습을 보다 확대해야한다, 2. 온라인 기반 탐색프로그램 운영 등 교직지원자의 적성 성숙에 관심을 가져야 한다, 3. 학교와 대학의 협업이 제도화되어야 한다, 4. 교직 이수자의 인성발달을 지원하는 코칭성격의 상담이 요청된다, 5. 교원양성교육의 발전과 질 개선을 위한 국회차원의 정기적인 보고와 논의를 제도화해야 한다, 6. 교원 양성교육의 목표와 성격에 대한 깊은 성찰이 필요하다. 7. 실현가능한 지표들을 교원양성기관 평가에 반영해야 한다.This paper is to analyse the reform trends of teacher education in Germany and enlargement of school practice in two federal states, Nordrhein-Westfalen and Niedersachsen. From this analysis, we can draw some suggestions for teacher education in Korea. For this purpose, it is analysed what reforms of teacher education in Germany have been currently pursued. It is also systematized what characteristics have reforms of teacher education in two federal states, Nordrhein-Westfalen and Niedersachsen. We can derive following suggestions from the enlargement of school practice in teacher education in Germany. First, we need to enlarge the school practice in teacher education. Second, it is necessary to take interest in the aptitude mature of teacher candidates through the online programm. Third, it is to be systematized that the persons concerned in teacher education at schools and universities cooperate. Fourth, it is demanded to get a personal consult for the character development of teacher candidates. Fifth, we need regular examination and discussion for development and improvement of quality of teacher education at national assembly. Sixth, we need a profound reflection of goals and character of teacher education. Seventh, some realizable suggestions should be included into the index for evaluation of teacher education institutions

Evaluation of education about history of East Germany in the perspective of inner unity after unification of Germany

독일 통일은 정치적·경제적 통합은 성공적으로 이뤄낸 데 비해 사회·심리적 통합은 아직 미흡하다는 평가를 받고 있다. 이에 따라 내적통일 문제가 제기되고 있다. 내적통일 과제의 중요한 내용 중의 하나가 동독사에 대한 이해 문제이다. 본 논문은 내적통일 관점에서 통일 이후의 중등학교 역사 교과서의 동독사 서술을 평가하고자 했다. 먼저 통일이후 역사학을 중심으로 한 관련 학계의 동독사 이해에 관한 논의를 정리하고, 이를 토대로 교과서 분석 방법을 제시했다. 이어서 김나지움 역사 교과서 9권의 동독사 서술 부분을 분석하고, 그 결과를 내적통일 관점에서 평가했다. 연구 결과 대다수의 교과서들이 내적통일에 기여하기에는 한계가 있다는 결론을 내릴 수밖에 없었다. 독재가 가지는 근본적인 한계에 대해서, 독재 체제 안에서도 연대의식을 갖고 나름의 삶을 살았던 사람들에 대한 관심은 부족했다. 동독을 필연적으로 붕괴할 수 밖에 없었던 국가라는 관점에서 서술하는 경향이 강했고, 동독인들이 자부심을 느끼는 역사적 업적이나 성과에 대한 인정도 소극적이었다. 이는 독재 사회 속에서도 나름대로 삶의 의미를 찾으려 했던 많은 동독인들의 삶을 소외시키는 접근 방법이다.In the political and economical aspects, the unification of Germany is evaluated as successful. On the other hand, the social and mental integrations have not been enough fulfilled. Therefore, the problem of inner unity has been occurred. One of the important tasks of inner unity is how to understand the history of the East Germany. This article is to evaluate the education about history of East Germany in the perspective of inner unity. At first, the discussions in history and other related majors on the history of East Germany after unification of Germany are summarized. On the basis of it, the analysis methods of textbooks are suggested. Then, nine textbooks for Gymnasium are analysed and its result is evaluated in the perspective of inner unity. The results of this research are as follows: the majority of analysed textbooks is not sufficient to contribute to the inner unity of Germany. They are not interested in the limitage of dictatorship and the life of people who lived in the society of dictatorship with each other in the spirit of coalition. They have strong tendencies to describe the history of East Germany from the viewpoint of collapsing inevitably. They are also passive to recognize the historical achievments and results of East Germany. This is a approach method to neglect the people who pursuited the meaning of life in the such a society of dictatorship.이 연구는 서울대 통일평화연구원 2012년 통일학·평화학 연구기금으로 연구를 수행하였음

구강건강지표를 통한 자가구강건강인지도의 설명력

학위논문 (석사)-- 서울대학교 치의학대학원 : 치의학과, 2014. 2. 진보형.자가구강건강인지도는 자신의 구강건강수준에 대한 주관적 응답으로서 설문이나 면접조사를 통해 보통 5개의 제시된 수준 중에 하나를 선택함 으로써 얻어진다. 이러한 자가구강건강인지도는 검사자에 의해 측정된 임상적 상태 뿐 아니라 사회경제학적인 요소, 심리학적 요소, 과거 경험 과 현재 상태 그리고 미래 기대치 등 다양한 인자에 의해 영향을 받게 된다. 그리고 이를 통해 환자 개인의 구강관리 수준과 습관을 추론하고 향후 치료 및 관리계획을 수립하는 데 도움을 얻을 수 있으며 공중보건 계획 및 정책 수립에도 이용할 수 있다. 본 연구에서는 검진을 통해 임상적 구강건강지표들로 자가구강건강인 지도를 얼마나 설명할 수 있는지 알아보고자 하였다. 사회경제학적 요소 나 심리적 요소 등의 다른 요인들은 정량화하기에 용이하지 않으므로 임 상 상태와 관련된 변수를 통해 자가구강건강인지도를 설명할 수 있다면 자가구강건강인지도 설문을 통해 응답자의 구강건강상태를 추론하고 분 석할 수 있을 것이다. 이를 위해 2006년도 국민구강건강실태조사와 제5기 1,2차년도 (2010-2011) 국민건강영양조사 원시자료를 이용해 분석해 보았다. 연구 결과 임상적 상태를 나타내는 구강건강지표들과 자가구강건강인지도의 연관성은 낮은 것으로 나타났다. 이를 통해 향후 조사 과정에서 조사대상자의 주관적 자가구강건강인지 도를 대체하는 새로운 문항의 개발이 필요하다고 생각된다.목 차 제 1 장 서론 ································································· 1 제 1 절 연구배경 ··································································· 1 제 2 절 연구목적 ··································································· 6 제 2 장 본론 ································································· 8 제 1 절 연구방법 및 자료 ··················································· 8 1. 연구자료 ··············································································· 8 2. 연구방법 ··············································································· 8 제 2 절 연구결과 ···································································18 제 3 장 결론 ································································ 28 제 1 절 결론 및 고찰 ·························································28 제 2 절 추후연구 ·································································35 참고문헌 ········································································ 36 Abstract ········································································ 41 표 목 차 [표 1-1] ······················································································· 20 [표 1-2] ······················································································· 21 [표 1-3] ······················································································· 21 [표 2-1] ······················································································· 22 [표 3-1] ······················································································· 23 [표 3-2] ······················································································· 23 [표 4-1] ······················································································· 24 [표 4-2] ······················································································· 25 [표 4-3] ······················································································· 26 [표 4-4] ······················································································· 27 그 림 목 차 [그림 1-1] ··················································································· 7 [그림 2-1] ··················································································· 9 [그림 2-2] ··················································································· 13Maste