박물관 교육강사의 교수 역량 연구

Abstract

본 연구는 박물관 인력의 전문성 강화를 위해 박물관 인력 중 에듀케이터와 협력하여 교육 프로그램을 진행하는 교육강사에게 필요한 교수 역량을 연구하는데 목적이 있다. 이를 위해 ‘박물관 교육강사 등록제’라는 제도를 운영하고 있는 국립민속박물관의 교육강사에 대한 사례연구를 실행하였다. 연구절차는 한국교육학술정보원(2011)에서 제시한 “21세기 교수자 역량”에 근거하여 연구대상자와의 심층면담과 참여관찰을 통한 질적 연구를 수행하였다. 심층면담은 국립민속박물관의 교육강사로 등록된 교육강사 5명, 교육담당자 3명, 교육 참여 학습자 5명, 총 13명을 대상으로 하였고, 참여관찰은 연구대상자인 5명의 교육강사 중 3명의 교육강사가 진행했던 교육 프로그램을 대상으로 하였다. 연구결과, 박물관 교육강사의 교수 역량으로는 기본 소양과 교육강사에게 필요한 역할에 따른 역량들이 도출되었다. 박물관 교육강사에게 필요한 기본 소양에는 ‘의사소통’, ‘사회적 능력’, ‘열정’, ‘창의성’, ‘윤리의식’, ‘유연성’, ‘문제해결력’ 등 총 7가지의 역량이 도출되었다. 박물관 교육강사에게 필요한 4가지 역할에 따른 역량에는 총 9개의 역량과 23개의 행동지표가 개발되었다. 첫째, ‘능동적 개발자’로서의 역할을 수행하기 위해서는 ‘내용 전문성 개발’과 ‘교육 설계 및 개발’의 역량이 필요하며, 둘째, ‘긍정적 촉진자’로서의 역할을 수행하기 위해서는 ‘학습자와의 관계 형성’, ‘박물관에서 학습경험 조성’, ‘학습자 간 관계 발달 도모’의 역량이 필요하다. 셋째, ‘자발적 성찰자’로서의 역할을 수행하기 위해서는 ‘자기 성찰’과 ‘평가 결과를 통한 성찰’의 역량이 필요하며, 마지막으로 ‘적극적 공유자’로서의 역할을 수행하기 위해서는 ‘박물관교육의 긍정적 사고 유도’와 ‘다자간의 협력관계 형성’의 역량이 필요하다. 이렇게 개발된 박물관 교육강사의 기본 소양과 교육강사 역할에 따른 역량 요소들을 토대로 교수 역량 모델을 개발하였다. 개발된 교수 역량 모델은 박물관 교육강사들에게 필요한 역량 요소들에 대한 설명적 묘사의 총합으로, 교육강사들은 이를 통해 교수 역량 진단의 기회와 교수자로서 자신의 역할에 대해 재인식 하는 기회를 가질 수 있다. 박물관교육 관련 인력의 전문화와 중요성이 지속적으로 강조되고 있음에도 불구하고 이들에 대한 처우 개선과 재교육에 대해서는 명확하게 해결되고 있지 않다는 한계를 생각할 때, 본 연구의 의의가 있다.| The objective of this study is to examine the teaching competency necessary for the museum instructors who are conducting educational programs in cooperation with educators, in order to strengthen the professionalism of the museum manpower. It performed the case study on instructors of the National Folk Museum of Korea currently operating the 'Museum Instructor Registration System'. In the study procedure, the qualitative study was conducted through participant observation and in-depth interview with the subjects based on the "Teacher Competency for in the 21st century" suggested by Korea Education and Research Information Service(2011). The in-depth interview was performed for total 13 subjects including five instructors registered in the National Folk Museum, three personnels in charge of education and five participant learners. In case of the participant observation, the educational programs conducted by three instructors of the five study subjects were used. In the results of the comparative analysis of the data, the basic refinements for the museum instructors, and the competencies necessary for instructors in accordance with their roles were drawn. Regarding the basic refinements necessary for the museum instructors, total seven competencies including 'communication', 'social skills', 'passion', 'creativity', 'ethics', 'flexibility' and 'problem solving ability' were drawn. In regard of the competency necessary for the museum instructors in accordance with four roles, total nine competencies and 23 behavioral indicators were developed. First, it is necessary to have the competency of the 'development of expertise in content' and 'design and development of education', to perform the role of 'Active Developer'. Second, in order to perform the role of 'Positive Facilitator', it is required to have the competency of the 'rapport building with learners', 'building up the learning experience in the museum' and 'promoting the development of the relationship between learners'. Third, the 'self-reflection' and 'reflection through the evaluation results' are needed to perform the role of 'Voluntary Introspector'. In order to perform the role of 'Active Sharer', lastly, it is required to have the competency of the 'motivation of positive thinking about museum education' and the 'formation of the multilateral cooperative ties'. Based on the results of integrating the basic refinements of the museum instructors and competency factors in accordance with their roles, the teaching competency model was developed. As the summation of the explanatory description of the competency factors necessary for the museum instructors, the developed teaching competency model provides the museum instructors with the opportunities to diagnose the teaching competency and also to newly understand their roles as instructors. Considering the fact that the improvement of museum instructors' labor conditions and re-education have not been clearly solved even though the importance and specialization of the manpower related to museum education are continuously emphasized, this study is significant.; The objective of this study is to examine the teaching competency necessary for the museum instructors who are conducting educational programs in cooperation with educators, in order to strengthen the professionalism of the museum manpower. It performed the case study on instructors of the National Folk Museum of Korea currently operating the 'Museum Instructor Registration System'. In the study procedure, the qualitative study was conducted through participant observation and in-depth interview with the subjects based on the "Teacher Competency for in the 21st century" suggested by Korea Education and Research Information Service(2011). The in-depth interview was performed for total 13 subjects including five instructors registered in the National Folk Museum, three personnels in charge of education and five participant learners. In case of the participant observation, the educational programs conducted by three instructors of the five study subjects were used. In the results of the comparative analysis of the data, the basic refinements for the museum instructors, and the competencies necessary for instructors in accordance with their roles were drawn. Regarding the basic refinements necessary for the museum instructors, total seven competencies including 'communication', 'social skills', 'passion', 'creativity', 'ethics', 'flexibility' and 'problem solving ability' were drawn. In regard of the competency necessary for the museum instructors in accordance with four roles, total nine competencies and 23 behavioral indicators were developed. First, it is necessary to have the competency of the 'development of expertise in content' and 'design and development of education', to perform the role of 'Active Developer'. Second, in order to perform the role of 'Positive Facilitator', it is required to have the competency of the 'rapport building with learners', 'building up the learning experience in the museum' and 'promoting the development of the relationship between learners'. Third, the 'self-reflection' and 'reflection through the evaluation results' are needed to perform the role of 'Voluntary Introspector'. In order to perform the role of 'Active Sharer', lastly, it is required to have the competency of the 'motivation of positive thinking about museum education' and the 'formation of the multilateral cooperative ties'. Based on the results of integrating the basic refinements of the museum instructors and competency factors in accordance with their roles, the teaching competency model was developed. As the summation of the explanatory description of the competency factors necessary for the museum instructors, the developed teaching competency model provides the museum instructors with the opportunities to diagnose the teaching competency and also to newly understand their roles as instructors. Considering the fact that the improvement of museum instructors' labor conditions and re-education have not been clearly solved even though the importance and specialization of the manpower related to museum education are continuously emphasized, this study is significant.