평생교육 강사의 역량 및 전문성에 관한 연구 동향

A Study on the Competency and Professionalism of Lifelong Education Instructors

본 연구는 평생교육 강사의 역량과 전문성에 관한 연구 동향을 파악하고 향후 연구가 나아가야 할 방향을 탐색하는데 목적을 두고 수행하였다. 이를 위해 2008년부터 2021년까지 발표된 평생교육 강사의 역량 및 전문성에 관한 학위논문 38편과 학술논문 25편, 총 63편을 대상으로 평생교육 강사 활동 영역, 연구 목적, 연구 방법, 연구 참여자 유형, 역량과 전문성의 구성요소를 분석하였다. 분석 결과, 평생교육 강사 활동 영역은 별도의 교육의 영역구분 없이 연구된 경우가 가장 많았고, 연구목적은 역량강화에 대한 연구가 전문성 개발 보다 월등히 많은 것으로 나타났다. 연구방법은 질적연구가 높게 나타났으며, 연구참여자 유형은 강사와 학습자, 기획자, 학부모까지 확장된 것을 확인할 수 있었다. 역량과 전문성의 구성요소를 분석한 결과 역량은 지식, 기술, 태도를, 전문성은 지식, 경험, 문제해결과 함께 ‘창의성’과 ‘가치·목표·습관’도 함께 구성요소로서 포함하고 있었다.

This study was conducted to identify the research trends on the competence and professionalism of lifelong education instructors and to explore the direction in which future research should proceed. To this end, 38 degree papers on the competency and professionalism of lifelong education instructors, 25 academic papers, and a total of 63 articles pubilshed from 2008 to 2021 were analyzed for the lifelong education instructor activity field, research purpose, research method, type of research participants, and components of competency and professionalism. As the results of the analysis, it was found that in the lifelong education instructor activity field, integrated topics without a separate education area was most often studied and as the purpose of research, it was found that there were far more studies on competence strengthening than professional development. As for the research method, qualitative research was high, and it was confirmed that the type of research participant expanded to instructors, learners, planners, and parents. As a result of analyzing the components of competency and professionalism, competency included knowledge, skill, attitude, and professionalism included knowledge, experience, and problem solving, as well as 'creativity' and 'values, goals, and habits' as components.