Teachers’ Perception and Actual Condition of Career Education of General High School in Chuncheon, Wonju and Gangneungin area of Gangwon Province

Abstract

이 연구의 목적은 강원도 춘천·원주·강릉 지역 일반고에서 진로교육 실태와 진로교육에 대한 교사의 인식을 조사하는 것이다. 이를 위해 강원도 세 지역 전체 교사를 모집단으로 360명의 교사를 무선표집하여 질문조사를 실시했으며, 이 중 수거된 291부를 분석해 일반고에서 진로교육 실태와 진로교육에 대한 교사 인식을 조사했다. 그 결과, 일반고 교사들은 진로교육 목표를 진학진로 결정 외 다양한 직업정보탐색, 진로계획수립 및 준비, 자기주도학습 방법탐색과 긍정적 자아개념 형성으로 여기고 있었다. 진로교육 교수학습방법으로 강의식 수업보다 협력학습, 토의·토론학습, 문제해결학습이 적합하다고 했다. 교사들은 협력학습평가, 과정중심평가와 선택형지필평가를 선호했으며, 포트폴리오법, 성장 참조평가, 면접법에 대한 인식은 부족한 것으로 나타났다. 학교에서 진로검사는 개인의 직업 선택을 위한 검사에 집중되어, 진로성숙도나 직업가치관 같은 진로 관련 검사는 소외되고 있었다. 진로상담은 대학 전공결정과 진로계획, 학습능력 향상을 위주로 하는 것으로 나타났으며, 진로프로그램도 대학 진로 위주로 구성·운영되고 있었으나, 교사들이 인식하는 진로프로그램은 운영 중인 프로그램과 다소 차이를 보이고 있었다. 교사들은 지역교육청 자체 상담 프로그램보다 학교 진로교육을 지원하는 역할을 선호했다. 이러한 결과를 바탕으로 일반고에서 진로교육을 위해 지원 및 보완되어야 할 부분을 논의했다.The purpose of this study was to investigate teachers perception and actual condition of career education in general high schools in Chuncheon, Wonju and Gangneungin area of Gangwon province. To achieve this objective, a total of 360 teachers were selected at random from a population and a survey was conducted. A total of 291 questionnaires were collected and analyzed, and high school teachers recognition regarding career education and the actual condition of career education was investigated. The results were as follows. Teachers thought that the objectives of career education were career decision for higher education, career planning and preparation, searching self-directed learning methods, and the formation of a positive self-concept. In career education, cooperative learning, debating and discussion learning, and problem based learning were selected more often than lecture based methods as adequate teaching and learning methods for career education. Teachers preferred cooperative learning evaluation, process-centered assessment, and multiple-choice evaluation over the portfolio method, growth-referenced evaluation and interview method in the evaluation methods of teaching and learning. The main test for career education were career choice tests, but career maturity tests and occupational value tests were rarely conducted. Career counseling were mainly concentrated on going to college, such as major decision making, career planning and improvement of learning ability, and programs of career education were organized to be focused on preparing for higher education. However, teachers recognition of career programs was different from organized programs in high schools. Teachers preferred local council’s supporting school career education rather than its providing counseling program. Based on these results, it was discussed that the areas to be supported and supplemented for career education in general high schools.