평생교육 교수자의 코칭 교수역량 개발 과정 탐색

Exploring the Development Process of Teaching Competency Using Coaching of Lifelong Education Instructors

본 연구의 목적은 평생교육 교수자의 코칭을 활용한 교수역량 개발 과정을 탐색하고 이해하는 것이다. 먼저 코칭을 교수법으로 활용하고 있는 13명의 평생교육 교수자를 대상으로 심층 면접을 진행하였고, 근거이론의 방법에 의해 자료를 분석하였다. 자료 분석을 통해 총 71개의 개념으로부터 27개의 하위범주와 13개의 범주를 도출하였으며, 이러한 분석을 토대로 코칭을 교수법으로 활용하는 교수자들은 ‘코칭을 통해 변화와 성장을 촉진하는 교수자로 거듭나기’를 핵심적으로 경험하는 것으로 나타났다. 연구 참여자들은 코칭 교수법 활용 과정에서 시행착오와 실패를 경험하였으나, 코칭 철학의 가치를 실현하며 성찰을 통한 문제 해결의 시간과 재적용의 과정을 통해 코칭 교수역량을 향상시켰다. 이러한 변화를 통해 코칭 교수법이 체화 되었으며, 성공적 강의 경험 과 영향력 있는 강사로 거듭남 의 결과를 경험하였다. 모든 자료를 분석하고 검토한 후 평생교육 교수자의 코칭을 활용한 교수역량 개발과정에 관한 이론적 모형을 개발하였고, 마지막으로 연구의 시사점과 의의, 제한점을 기술하였다.

The purpose of this study is to explore and understand the process of developing teaching competency using the coaching of lifelong education instructors. In-depth interviews were conducted with 13 lifelong education instructors using coaching as a teaching method, and data were analyzed by the method of grounded theory. Through data analysis, 27 subcategories and 13 categories were derived from a total of 71 concepts. Based on this analysis, it was found that instructors who use coaching as a teaching method have a core experience of ‘being born again as instructors who promote change and growth through coaching. Research participants experienced trial and error and failure in the process of using the coaching pedagogy, but they realized the value of the coaching philosophy and improved their coaching teaching competency through the time and re-application of problem solving through reflection. By experiencing these changes, coaching pedagogy became embodied, and the experience of successful lectures and regeneration as an influential instructor was achieved. Through this, it was found that coaching instructors aim for learner-centered educational value based on a coaching philosophy, and that coaching teaching is a learning promotion process consisting of a process with practical procedures and a teaching method that has grows together with instructors and learners. Finally, the significance, implications, and limitations of the study were described.