대학교육의 역량기반 수업컨설팅 연구

A Study of Competency-Based Instructional Consulting in Higher Education: Focused on the Case of K University’s Competency-based Instructional Consistency Analysis

목적 본 연구는 대학교육에서 역량기반 교육과정에 의한 역량기반 수업이 구체적으로 어떠해야 하는지에 대한 이해가 부족한 상황에서 장기적인 역량기반 수업컨설팅을 수행함으로써 단기적·형식적인 수업컨설팅을 넘어 대학교육 현장에 역량기반 수업을 효과적으로 내재화하고 개선안을 공유하고자 하였다. 방법 경기도에 소재한 K대학교 스마트팩토리 융합전공의 특정 교과목을 대상으로, 한 학기 수업 전체와 성찰 면담, 학생 간담회 등 총 22회의 수업 관련 상황을 관찰·분석함으로써 역량기반 수업컨설팅을 수행하였다. 이를 위하여 역량기반 수업 일관성 분석을 중심으로 양적 연구방법과 질적 연구방법을 통합한 혼합연구방법을 도입하였다. 연구 참여자는 컨설티로서의 교수자, 컨설턴트로서의 연구자, 28명의 학습자 등 총 30명이 참여하였다. 결과 역량기반 수업 일관성 분석 결과, 수업목적 측면에는 ‘역량기반 수업목표와 친숙해지기’, ‘교수자의 목표와 역량 관계 통찰하기’, 수업내용 측면에는 ‘역량기반 내용 선정하기’, ‘역량기반 난이도 조절하기’, 수업방법 측면에는 ‘다각적 관점으로 접근하기’, ‘협력학습을 위한 소집단 구성하기’, ‘정반합의 수업매체 사용하기’, 수업평가 측면에는 ‘역량기반 수업평가 결합하기’, ‘기본에 충실한 체제적 수행평가하기’, ‘학습자의 평가 참여하기’가 역량기반 수업의 특징으로 분석되었다. 결론 역량기반 수업컨설팅 결과, 세 가지 개선안을 제시하였다. 첫째, 역량기반 교육과정 설계 인식 명확화, 둘째, 역량기반 수업설계와 실천, 셋째, 역량기반 자기수업컨설팅 생활화를 제안하였다.

Objectives There is a lack of understanding of the concrete structure of competency-based instruction in higher education that follows the competency-based curriculum. In this situation, this study aims to effectively internalize competency-based instruction in the field of higher education and share improvement plans beyond short-term and formal instructional consulting by conducting long-term competency-based instructional consulting. Methods Competency-based instructional consulting was conducted by observing and analyzing 22 class-related situations, including the entire semester class, reflection interview, and student conference for specific subjects in the Smart Factory Convergence Major of K University located in Gyeonggi-do. To accomplish this, a mixed research method integrating quantitative and qualitative research methods was introduced, focusing on competency-based instructional consistency analysis. A total of 30 participants participated in the study, including a instructor as a consultee, a researcher as a consultant, and 28 learners. Results As a result of the competency-based instructional consistency analysis, the characteristics of competency-based instruction were ‘becoming familiar with the competency-based instructional goals’ and ‘insighting into the relations between the teacher s goals and competency’ in terms of instructional objectives. In terms of instructional contents, ‘selecting competency-based contents’, ‘adjusting competency-based difficulty of learning tasks’, and ‘approaching from multiple perspectives’ were analyzed. In terms of instructional methods, ‘composing small groups for collaborative learning’, ‘using a class medium of equal agreement’ were appeared as characteristics. In terms of instructional evaluation, ‘combining competency-based instructional evaluation’, ‘evaluating systemic performance faithful to the basics’, and ‘participating of learners’ in evaluation were analyzed. Conclusions As a result of the competency-based instructional consulting, three improvement plans were presented. First, it is to clarify the recognition of competency-based curriculum design. Second, it is to design and practice competency-based instruction. Third, it is to make competency-based self instructional consulting a daily life.