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공군 장교 교관과 부사관 교관의 수업역량 분석 원문보기

  • 저자

    김기훈

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육학과-교육심리전공 교육심리

  • 지도교수

  • 발행년도

    2014

  • 총페이지

    ⅳ, 45 p.

  • 키워드

    수업역량;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534244&outLink=K  

  • 초록

    The purpose of this study was to analyze the instruction competences of officer instructor and noncommissioned officer instructor in Air Force. Instruction competence composed of pre-instructional competence, during-instructional competence, and post-instructional competence. Pre-instructional competence includes three factors: Content selection, prior knowledge, and selection of advance organizer. During-instructional competence includes eight factors: Explanation of instructional objectives, establishment of learning set, introduction of advance organizer, clarification of explanation, linking explanations and using examples, enthusiasm of instruction, questioning, and discussion. Post-instructional competence includes two factors: Evaluation and reflection. Subjects of this study were 347 instructors (113 officer instructors and 234 noncommissioned officer instructors) sampled randomly from seven military schools of Education & Training Command of the air force. To analyze 2(instructor: officerㆍnoncommissioned officer) x 5(background variables: two levels in each variables) ANOVA applied. And multiple regression analysis applied to relationships between background variables and instruction competences. Main findings of the study were as follows: First, pre-, during-, and post-instructional competences showed significant difference between positions of instructor and educational institutions while not significant difference between branch of the military, teaching courses, teaching years, and academic backgrounds. Second, there were not significant interaction effects on pre-, during-, and post-instructional competences between positions of instructor(officerㆍnoncommissioned officer) and background factors. Third, positions of instructor and educational institutions variables affect instruction competences positively while teaching course variable affect negatively. * A thesis was submitted to the Committee of the Graduate School of Education, Gyeongsang National University in partial fulfillment of the requirements for the Degree of Master of Education in August, 2014


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