농업교사의 자격과 경력별 교육요구

Educational Needs of Agricultural Teacher along with Their Certificate and Careers

이 연구는 농업교사의 자격과 경력별 교육요구를 분석하여 교원능력개발방안을 제안함에 목적이 있다. 이를 위하여 전국의 농업교사들을 대상으로 3단계 층화표집방법으로 각 자격별 100명씩 500명을 표집하여 2015년 11월부터 2016년 1월에 걸쳐 우편조사를 실시하였다. 자료정리과정을 통하여 441명의 응답 자료를 빈도, 평균, F검증, t검증, Borich의 교육요구도, Locus for Focus방법으로 분석하였다. 분석결과 농업교사들에게 시급한 요구는 학교교육과정편성/운영/평가, 수업계획수립, 수업지도, 수업평가, 수업관리, 수업매체의 개발/선택/활용/평가, 교내외 생활지도, 학생문제에 대한 상담과 조언, 학생의 직업능력개발계획과 지도, 학생들의 관련분야 취업지도, 학생들의 진로지도계획 수립/지도/평가, 학생들의 실기능력진단과 평가, 개선 계획 수립 운영, 교육목적에 부합한 신입생의 확보, 학생 실험실습계획 수립/지도/운영/평가, 학생실험실습 시설/기구 확보/운영/관리, 학생취업분야 산업체와 협력관계 조성과 관리, 농업교사로서의 전문적 역할 개발, 전공분야 지식과 기술 습득 노력 영역을 포함한 18개 항목이었고, 자격별로는 7개 항목, 경력별로는 13개 항목이 일치하였다. 자격별 차이는 대부분 동물자원교사와 다른 교사들간의 차이였고, 경력별로는 항목별로 차이가 있었다. 연구 결과를 기초로 농업교사의 능력개발방안과 개선 방안을 제언하였다.

The purpose of the study were to find the educational needs along with agricultural teacher certificates and careers, and to recommend the professional development strategies for agricultural teachers. First, relevant literature was reviewed. Next, the stratified sampling method based on the region, school type, and teacher certificate was employed to collect data using a questionnaire package with 43 items developed based on the literature review. The questionnaire were initially sent to the 500 agricultural teachers and finally, 441 respondents were used as a final data set. Data analysis were the independent t-test, F-test, percentile, Borich’s MWDS(the mean weighted discrepancy score), and Locus for Focus method was performed to find high critical needs of the agricultural teacher. Findings of the t-test revealed that all the items were significant, and all the items have the needs in Borich’s MWDS. High critical needs were found to be school curriculum development, management and evaluation, instructional planning, teaching, instructional evaluation, instructional management, instructional media development, selection, using and evaluation, guidance in and out of school, counseling and advice for student problems, job competency development planning and instruction for students, job placement guidance along with students major, career guidance planning, advice, and evaluation for students, skill competency measurement, evaluation and improvement planning for students, securing the suitable applicants for school goals, students experiment and practice planning, teaching, managing and evaluating, securing, using and managing lab facilities and equipment, making and managing cooperative relationships between school and related industries for students employment, developing professional roles for agricultural teachers, developing major knowledge and skills using the Locus for Focus method. 7 items were the same in teacher certificate groups, 13 items in career groups. The certificate differences were between animal science resource teachers and the other certificates. It showed the differences along with career groups. So some recommendations will be offered for future teacher development and research.