Journal of Educational Innovation Research 2018, Vol. 28, No. 2, pp DOI: IPA * Analysis of Perc
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1 Journal of Educational Innovation Research 2018, Vol. 28, No. 2, pp DOI: IPA * Analysis of Perception and Needs on Teaching Competencies of Faculty Using Importance-Performance Analysis Purpose: The purpose of this study is to suggest methods for improving teaching competencies by investigating the difference between university faculty s perception of importance and performance of teaching competencies in order to understand educational needs. Method: The teaching competencies questionnaire survey, which was developed basedonthe A university's educational vision, was conducted for A university s faculty. The 93 questionnaires collected were analyzed using Importance-Performance Analysis (IPA). Results: The results showed that the means of importance of all sub-factors of teaching competencies were higher than the means of performance, and the difference was statistically significant except for the communication competence. Also, it was found that factors that should be urgently improved due to low importance and high degree of performance are the instructional design factors and self-diagnosis and reflection factor. Conclusion: It is necessary to develop a teaching support system focusing on the sub-factors with high educational needs of the faculty. Key words : teaching competencies, university faculty, Importance-Performance Analysis, Needs Analysis *. Corresponding Author: Kim, Bo-Kyung. Seoul Women s College of Nursing, Dept. of Nursing, 38 Ganhodae-ro, Seodaemun-gu, Seoul, Korea, bk1980@snjc.ac.kr
2 . 4,.,, (, 2013),,. (,,,, 2014).,,,,, (2009), (, 2012).,,, (2012),,.,, (2012),..,, (teaching competency).,, (Tigelaar, Dolmans, Wolthagen, & Vander Vleuten, 2004). (Institutional Research: IR),,. IR
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4 /, (2017), (2004), (2009),, (2012), (2007) (2017), (2012), (2016) Smith & Simpson (1995) Srinivasan et al. (2011) Tigelaar, Dolmans, Wolfhagen, Vander Vleuten (2004) (,, ) (,,, ) (,, ) (,,,,, ), (,,,,,, ), (,,,,, ) (, /,,,,, ) (, /, ) (,,,,, ) / ( ) (,,,,,, ) (, ) () (,,,,,,, ) (, ) (,,,,, ) (, /,, ) (,, ) /
5 .,,, (teaching),,,.,,,,,,,,,., (, 2017;,, 2016).,,,,,. 2) A 대학의교수역량정의및요인 A,, 3,,,. A.,. A..,, (2018), (2012).,, (2018) 208
6 .,,,.,, 5, 5 9, 10 19, 20 29, 30. (2012) 119.,..,, /..,.,.,.. A A (88.2%), 11 (11.8%), 30 4 (43%), (37.6%), (35.5%), (19.4%)
7 5 5 (5.4%), (21.5%), (19.4%), (16.1%), (5.6%), (14.0%), 30 6 (6.5%) , 28 (30.1%), 12 (12.9%), 8 (8.6%), 20 (21.5%), 12 (12.9%), 2 (2.2%). (,,,,, 2018) A -. (,, 2017;,, 2004;,, 2009;,,, 2012;,, 2012;,, 2016; Srinivasan et al., 2011; Tigelaar, Dolmans, Wolfhagen, & Vander Vleuten., 2004), ) 10 2) A A 5. 1, 2 0 5,,. Lwashe(1975) (Content Validity Ratio: CVR) , 16, 7, 4, 3. - (Importance-Performance Analysis)., 5. 5 Cronbach α ,.958.
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9 . 1) 교수역량전체중요도 - 실행도차이분석 (< IV-1> ), A (M=4.22, SD=.69), (M=4.11, SD=.59) (M=4.11, SD=.68), (M=4.04, SD=.59), (M=4.03, SD=.71), (M=4.00, SD=.65) (M=4.00, SD=.70), (M=3.86 SD=.60), (M=3.83, SD=.55), (M=3.82, SD=.58). t,.. (t=7.45, p<.05) (t=4.11, p<.05), (t=4.22, p<.05), (t=4.04, p<.05).,,,,. (M) (M) - t p ) 수업설계영역중요도 - 실행도차이분석 (< IV-2> ), A 1(M=4.47, SD=.79), 2(M=4.35, SD=.82), 8(M=4.32, SD=.72), 5(M=4.19, SD=.77), 3(M=4.1, SD=.85), 11(M=
10 4.08, SD=.88), 6(M=4.08, SD=.83), 7(M=3.98, SD=.82), 9(M=3.94, SD=.86), 4(M=3.85, SD=.78), 10(M=3.82, SD=.86), 8(M=4.18, SD=.75), 1(M=4.12, SD=.76), 5(M=4.00, SD=.83), 6(M=3.90, SD=.84), 9(M=3.82, SD=.92), 11(M=3.8, SD=.94), 3(M=3.76, SD=.94), 7(M=3.74, SD=.83), 2(M=3.73, SD=.84), 4(M=3.57, SD=1.05), 10(M=3.44, SD=.85). 1( ) 10( ). 8( ) 4( ). t, 9( ). 2(, t=7.59, p<.05), 10(, t=4.95, p<.05), 1(, t=5.11, p<.05), 3(, t=4.33, p<.05), 4(, t=3.63, p<.05), 11(, t=3.92, p<.05), 7(, t=3.43, p<.05), 5(, t=2.96, p<.05), 8(, t=2.01, p<.05).,,,,. (M) (M) - t p 1( ) ( ) ( ) ( ) ( ) ( )
11 ( ) (M) (M) - t p 7( ) ( ) ( ) ( ) ( ) ) 수업운영영역중요도 - 실행도차이분석 (< IV-3> ), A 6(M=4.32, SD=.80), 8(M=4.15, SD=.77), 11(M=4.14, SD=.72), 10(M=4.13, SD=.94), 12(M=4.13, SD=.89), 1(M=4.11, SD=.83), 3(M=4.10, SD=.82), 5(M=4.05, SD=.779), 14(M= 4.03, SD=.88), 4(M=4.02, SD=.82), 7(M=3.99, SD=.81), 2(M=3.95, SD =.91), 13(M=3.93, SD=.82), 9(M=3.91, SD=.85), 15(M=3.89, SD=.97), 16(M=3.72, SD=.90), 6(M=4.26, SD=.82), 10(M=4.20, SD=.92), 14(M=4.13, SD=.82), 15(M=4.09, SD=1.01), 1(M =3.98, SD=.91), 5(M=3.94, SD=.82), 12(M=3.83, SD=1.04), 7(M=3.76, SD=.83), 3(M=3.74, SD=.89), 11(M=3.72, SD=.98), 8(M=3.71, SD=.91), 4(M=3.67, SD=.98), 2(M=3.67, SD=.86), 13(M=3.63, SD=.95), 9(M=3.58, SD=.90), 16(M=3.47, SD=1.05). t, 1(), 5( ), 6(), 10( ), 14( ), 15(e-class ). 8(, t=5.84, p<.05), 11(, t=4.91, p<.05), 3(, t=4.89, p<.05), 4(, t=4.41, p<.05), 9(, t=4.17, p<.05), 13(, t=4.13, p<.05), 12(,
12 t=3.16, p<.05), 2(, t=4.52, p<.05), 16(TED, t=2.39, p<.05), 7(, t=2.74, p<.05).,,,,. (M) (M) - t p 1( ) ( ) ( ) () ( ) () ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) (e-class ) (TED ) ) 자가진단및성찰영역중요도 - 실행도차이분석 (< IV-4> ), A 3(M=4.20, SD=.74),
13 4(M=4.15, SD=.78), 1(M=4.07, SD=.86), 2(M=4.03, SD=.81), 3(M=4.02, SD=.76), 4(M= 3.88, SD=.83), 2(M=3.84, SD=.85), 1(M=3.71, SD=.86). t,. 3(, t=2.68, p<.05), 2(, t=2.26, p<.05), 4(, t=3.92, p<.05), 1(, t=4.34, p<.05).,,,,. (M) (M) - t p 1( ) ( ) () ( ) ) 전문적지식영역중요도 - 실행도차이분석 (< IV-5> ), A 1(M=4.33, SD=.73), 3(M=4.18, SD =.77), 2(M=4.14, SD=.88), 1(M= 4.14, SD=.79), 2(M=3.95, SD=.88), 3(M=3.92, SD=.82). t,. 1(, t=3.14, p<.05) 2(, t=2.88, p<.05), 3(, t=3.61, p<.05)
14 .,,,. 1( ) (M) (M) - t p () () ) 교수역량 IPA 분석 (SD=.58) 3.88(SD=.52).,. ( -, - ), ( -, - ), ( -, - ), ( -, - )...,,. IPA,.
15 1 : : : : ) 수업설계영역 IPA 분석 (SD=.59) 3.82(SD=.58). 2( ). 1( ), 5( ), 8( ).,
16 6( ), 3( ), 4( ), 7( ), 9( ), 10( ), 11( ). IPA,,,.. 1 1( ) : 5 5( ) ( ) : 2 2( ) ( ) ( ) : 7 7( ) ( ) ( ) ( ) : 6 6( )
17 1( ) 2( ) 3( ) 4( ) 5( ) 6( ) 7( ) 8( ) 9( ) 10( ) 11( ) 3) 수업운영영역 IPA 분석 (SD=.59) 3.83(SD=.55). 3( ), 8 ( ), 11( ), 12( ). 1( ), 5( ), 6(), 10( )., 14( ), 15(e-class ), 2( ), 4(), 7( ),
18 9( ), 13( ), 16(TED ). IPA,,,,,,,. e-class. 1 1( ) : 5 5( ) () ( ) ( ) : 8 8( ) ( ) ( ) ( ) () : 7 7( ) ( ) ( ) (TED ) : 14 14( ) (e-class)
19 1( ) 2( ) 3( ) 4() 5( ) 6() 7( ) 8( ) 9( ) 10( ) 11( ) 12( ) 13( ) 14( ) 15(e-class ) 16(TED ) 4) 자가진단및성찰영역 IPA 분석 (SD=.68) 3.86(SD=.60).. 3( ), 4 ( ).,, 1( ), 2( ).
20 IPA,,. 3 3() : 4 4( ) : 1 1( ) ( ) ( ) 2( ) 3() 4( ) 5) 전문적지식 IPA 분석 (SD=.69) 4.00(SD=.70)
21 .. 1( ).,, 2(), 3(). IPA,. 1 : 1 1( ) : 2 2() () ( ) 2() 3()
22 .,., 5,., IPA -, 1, 3.,..,,, (2018).,, (2018),,,. (,, 2017;,, 2004;,,, 2012;, 2017;,, 2016)..,,,. (2012) A. A,
23 . IPA 2.,., (,,,, 2018).. CQI(Continuous Quality Improvement)..,,.. -, IPA. IPA,,,,. (2012), A., (2012). A.,,, (2018)
24 , ( ) (, MOOC/TED/YOUTUBE ). IPA, e-class,.,, (2018),,., (Ertmer & Ottenbreit-Leftwich, 2010; Kramarski & Michalsky, 2010) (Niess, 2005). A e-class e-class. A,.,..,. IPA,,,,.,,,. (, 2017; Chesbro & McCroskey, 2001; Titsworth, Quinlan, & Mazer, 2010).,.
25 ,.,,..,..,.,.,.,., (2017).. (9), ,,, (2014).. (4), ,,,, (2018). :.,, (2018).. (1), ,,,,, (2009). :. (2), (2013) , (2004). (teaching competency). (2), 1-28.
26 (2012). []? ,,, (2016). IPA. (3), (2018). -8. :.,, (2013).. (4), (2010). : A.., (2009).. :.,, (2012). (Teaching Competency). (3), , (2007).. (4), ,, (2012).. (2), , (2012).. (2), , (2012).. (1), (2017). :. (2), ,,, (2018). -A. (3), ,, (2012). : 30. (2), , (2012).. (4) (2017).. (1), 1-26., (2016). (Blended Learning). (2),
27 Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50(1), Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), Smith, K. S., & Simpson, R. D. (1995). Validating teaching competencies for faculty members in higher education: a national study using the Delphi method. Innovative Higher Education, 19(3), Srinivasan, M., Li, S. T. T., Meyers, F. J., Pratt, D. D., Collins, J. B., Braddock, C., Skeff, K. M., West, D. C., Henderson, M., Hales, R. E., & Hilty, D. M. (2011). Teaching as a competency : competencies for medical educators. Academic Medicine, 86(10), Tigelaar, D. E., Dolmans, D. H., Wolfhagen, I. H., & Vander Vleuten, C. P. (2004). The development and validation of a framework for teaching competencies in higher education. Higher education, 48(2), Titsworth, S., Quinlan, M. M., & Mazer, J. (2010). Emotion in teaching and learning: Development and validation of the classroom emotions scale. Communication Education, 59(4), Lwashe, C. H. (1975) A quantitative approach to content validity. Personnel Psychology, 28(4), Martilla, J. A., & James, J. C. (1977). Importance-performance analysis. Journal of Marketing, 41(1), Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), : / : / :
28 IPA :. : A A, 93 IPA. :,.,. :.
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- iii - - i - - ii - - iii - 국문요약 종합병원남자간호사가지각하는조직공정성 사회정체성과 조직시민행동과의관계 - iv - - v - - 1 - - 2 - - 3 - - 4 - - 5 - - 6 - - 7 - - 8 - - 9 - - 10 - - 11 - - 12 - - 13 - - 14 - α α α α - 15 - α α α α α α
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11 ) 기독교교육논총, 제33집, 67-90 A Journal of Christian Education in Korea, Vol. 33. 한국기독교교육학회, 2013. 3. 30. 스마트 환경에서 관계적 역량 증진을 위한 교회 교사교육 프로그램 개발 * 김효숙(장로회신학대학교) belovedkhs@naver.com / 010-6284-9370 권성호(한양대학교)
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기혼 여성이 사이버대학에서 상담을 전공하면서 겪는 경험 방기연 (고려사이버대학교 상담심리학과 부교수) * 요 약 본 연구는 기혼 여성의 사이버대학 상담전공 학과 입학에서 졸업까지의 경험을 이해하는 것을 목적으로 한 다. 이를 위해 연구참여자 10명을 대상으로 심층면접을 하고, 합의적 질적 분석 방법으로 분석하였다. 입학 전 에 연구참여자들은 고등교육의 기회를
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한국민족문화 40, 2011. 7, 347~388쪽 1)중화학공업화선언과 1973년 공업교육제도 변화* 2)박 영 구** 1. 머리말 2. 1973년, 중화학공업화선언과 과학기술인력의 부족 3. 1973년 전반기의 교육제도 개편과 정비 1) 계획과 개편 2) 기술교육 개선안과 인력개발 시책 4. 1973년 후반기의 개편과 정비 5. 정비된 정규교육제도의 특징
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Objective: This paper reviews the existing Korean medical and public health, and nursing academy articles on disease-specific and domain-specific quality of life, and provides recommendations for the universally
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Approach for Value Improvement to Increase High-speed Railway Speed An effective way to develop a highly competitive system is to create a new market place that can create new values. Creating tools and
Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp.1-22 DOI: * An Analysis of the Ext
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232 도시행정학보 제25집 제4호 I. 서 론 1. 연구의 배경 및 목적 사회가 다원화될수록 다양성과 복합성의 요소는 증가하게 된다. 도시의 발달은 사회의 다원 화와 밀접하게 관련되어 있기 때문에 현대화된 도시는 경제, 사회, 정치 등이 복합적으로 연 계되어 있어 특
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Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp DOI: : * A Study on Appl
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