수업컨설팅에 대한 연구동향분석

Abstract

Objectives The purpose of this research is to analyze the trend of instructional consulting research and propose the direction of future research in the field.
 Methods In order to achieve the research purpose and derive the research results, research trend analysis was conducted based on the analysis criteria of four types (quantitative change, research subject, research purpose, and research method). Excel, power query, and textom are research tools for creating descriptive statistics and generating visualization data.
 Results First, instructional consulting research showed an increase until 2012. However, it has been steadily decreasing since 2013. In particular, instructional consulting research is concentrated between early and mid-term. Insturctional consulting research within the last three years is insufficient. Second, the research subjects set in the instructional consulting research were mainly ‘instructor’, and the ratio was in the order of elementary school, university secondary school, and infant level. Among the research subjects, ‘learner’ were insignificant, but the university level accounted for a high proportion. Third, in the instructional consulting research, the research purpose was in the order of fact-finding, discovery of practice cases, search for development directions, model development, characteristic analysis, and effectiveness. Fourth, the research methods used in instructional consulting research were in the order of case research, literature research, investigation research, experimental research, and others.
 Conclusions First, instructional consulting research decreased as it was reduced due to the flow of educational policy, but it is necessary to increase the interest of instructional consulting academic researchers and systematic research support. Second, it is necessary to expand and conduct research to check whether learners' learning improvement, which is the purpose of instructional consulting, has been achieved. In addition, it should be supported to search for ways for teachers to voluntarily participate in instructional consulting and to prepare institutional devices. Third, rather than focusing on instructional consulting practice, the research purpose trend should continue to secure basic data, analyze cases, and explore the direction of instructional consulting development from a system perspective. Fourth, it is necessary to make efforts by researchers in the field of instructional consulting to maintain the tendency that research methods are not biased to one side.