기업이나 조직은 다양한 구성원들이 각자의 욕구와 목표에 따라 구성된 집합체로 집단 내 갈등은 필연적으로 존재할 수 밖에 없다. 본 연구에서는 이러한 갈등의 부정적 측면에 초점을 두고 집단내 갈등인 과업갈등과 관계갈등이 직무태만에 미치는 영향을 상사의 비인격적 행위의 조절효과 를 중심으로 연구를 진행하였다. 즉 과업갈등과 직무태만 간의 관계, 관계갈등과 직무태만 간의 관 계, 그리고 집단내 갈등과 직무태만 간의 관계에서 상사의 비인격적 행위의 조절효과를 실증하였다. 연구결과를 요약하면 다음과 같다. 첫째, 과업갈등은 구성원의 직무태만에 정(+)의 영향을 미치는 것 으로 나타났다. 둘째, 관계갈등은 구성원의 직무태만에 정(+)의 영향을 미치는 것으로 나타났다. 마 지막으로 집단내 갈등과 직무태만 간의 관계에서 상사의 비인격적 행위의 조절효과를 입증하였다. 본 연구 결과를 바탕으로 실무적 시사점, 한계점 및 향후의 연구 방향을 제시하였다.

This study compares and analyzes the perspectives on the goals and themes of global citizenship education reflected in the middle school physical education curricula of China and South Korea. The findings are as follows. First, while both curricula emphasize the socio-emotional and behavioral domains of global citizenship education, there are differences in focus. In China, the curriculum highlights “multiple dimensions of identity” within the socio-emotional domain and “individual and collective action” within the behavioral domain. In contrast, the South Korean curriculum not only emphasizes “individual and collective action,” but also includes “ethical and responsible behavior” and “participation and engagement.” This suggests that South Korea’s physical education curriculum is more conducive to realizing the ideals of global citizenship education through physical education classes. Second, both countries’ curricula reveal similarities and differences in the perspectives of global citizenship education. In China, the curriculum reflects a nationalist perspective in its stated nature, and a neoliberal perspective in its goals and achievement standards. On the other hand, the South Korean curriculum strongly reflects a global justice and governance perspective throughout its nature, goals, and achievement standards, while also incorporating elements of neoliberalism. Notably, the Korean curriculum explicitly presents key components of global citizenship education—such as democratic citizenship, ecological transition, and sustainable development—especially in the achievement standard explanations and teaching-learning sections. It also emphasizes the cultivation of creativity and character, which is a distinct feature of South Korea’s physical education curriculum. Unlike South Korea’s curriculum, which explicitly incorporates “citizenship education,” China’s curriculum only implicitly contains the potential for global citizenship education. Therefore, China’s curriculum needs to make more explicit efforts to reflect the aims and ideals of global citizenship education in physical education. Likewise, South Korea’s curriculum should go beyond emphasizing a few elements and strive to incorporate a broader range of global citizenship education content more actively.

In this study, we examined the types of social minorities represented in South Korean high school Society and Culture textbooks since the democratization of South Korea and how their portrayals have changed. Throughout the curriculum period, women were the most frequently mentioned social minority groups, whereas sexual minorities were rarely discussed. The manner in which ethnic minorities are described has changed mostly in response to multicultural changes within Korean society, and people with disabilities have usually been mentioned only at an abstract level. Since the democratization of Korea, various social minority groups have developed rights movements and have struggled for their recognition by various parts of society, however, the voices of change have not been faithfully reflected in textbooks. In response to the Korean government’s policy trends of reducing the amount of learning, the content of social minorities has decreased, and social changes have not been fully captured. This finding somewhat differs from the expectations that the inclusion of ‘social minorities’ as a topic of study in the curriculum would improve the representation of the voices of various social minorities.

This study examines the development direction and characteristics of the 2015 revised curriculum 'Inquiry on Social Issues', the development direction and issues in the development process of the 2022 revised curriculum 'Inquiry on Social Issues'. The characteristics of 'Inquiry on Social Issues' were examined based on my experiences of participation in curriculum revision. The 2015 Revised Curriculum 'Inquiry on Social Issues' was newly established as a elective courses for career education in the field of social studies. It is designed to cultivate the ability to select a problem, identify the cause of the problem, and derive a solution. The 2022 revised curriculum, 'Inquiry on Social Issues' was also revised in consideration of the direction of revision pursued in the ‘chongron’ while maintaining the purpose of the 2015 revised curriculum. In addition, the level of difficulty was lowered by reflecting the review opinions raised during the revision process, and modifications were made to allow a more specific approach to social issues. In other words, while maintaining the existing subject goal of 'cultivating learner-initiated social problem-solving ability based on theoretical understanding of social problems', the number of areas and achievement standards was drastically reduced, and they were changed in consideration of the transition to a high school credit system and changes in the type of elective courses. In addition, the contents were more easily modified than the 2015 revised curriculum, the method of presenting social problems was adjusted, and as an elective courses for convergence, it was guided to approach social issues in an integrated manner. In accordance with the purpose of the curriculum revision, the tasks to make 'Inquiry on Social Issues' well used in the classroom was proposed by dividing it into textbook development and class execution.

Purpose - This study examines how employees’ perception of HR department expertise affect their satisfaction of education and training. Moreover, this study explores that the HR department’s communication activities moderate the main effects between satisfaction of education and training opportunities. Design/methodology/approach - This study predicts the positive relationship between employees’ perceptions of HR department expertise and their satisfaction of education and training. Furthermore, the HR department’s communication activities will strengthen this positive relationship. To test these hypotheses, this study used the Human Capital Corporate Panel (HCCP) datasets, especially individual-level 2017 data. The final number of samples is 1,947 for the analyses. In addition, this study utilized a hierarchical regression model with SPSS program. Finding The results analyzed with the hierarchical regression model showed that the perceptions of HR department expertise had a positive relationship with satisfaction of provided educational and training. In addition, the HR department’s communication activities moderated the relationship between perception of HR department expertise and satisfaction of education and training opportunities. Research implications or Originality - This study suggests academic and practical implications for future research in the human resource development filed by clarifying the critical factors to increase employees’ satisfaction and transferability of education and training.

Due to the recent trend of the decreasing number of students and over-growing teacher education programs, the Ministry of Education has been pushing for a change in the role of the teacher training process. As a result, the Graduate School of Education is trying to convert it to a system fostering the capabilities of existing teachers rather than training new teachers. In the school context, teachers are required to play a variety of roles, such as cultivating career and digital literacy, because of the demand for convergence curriculum guidance and non-face-to-face classes. The consequence has also resulted from consumer-tailored education, the free grade system, the development of information and communication technology, the impact of COVID-19. The Graduate School of Education at Sunchon National University must come up with a drastic development plan by reflecting the results of the previous five-cycle evaluation of teacher education institutions and providing educational services that can strengthen educational capabilities of teachers in schools in the Jeollanam-do region. In order to make it concrete, we conducted an analysis of the results of the five-cycle evaluation of teacher training institutions, an analysis of the reform plan for the teacher training course from the Ministry of Education, a survey of opinions of the professors in the Graduate School of Education, Sunchon National University, and a survey of opinions of the graduate students of education and teachers in the Jeollanam-do region. As a result of the study, the Graduate School of Education at Sunchon National University firstly divided the majors into the teacher education courses for pre-service teachers and professional development for in-service teachers based on the cutbacks in the Graduate School of Education. Second, we encouraged all departments to improve the content and methods of teaching and learning in the Graduate School of Education at Sunchon National University so that teachers and graduate students can develop their teaching skills and abilities in the future. Third, it is necessary to offer integrative majors, which are expected to be in high demand in the future. This will bring about strengthening the competency of pre-service teachers and advancing the graduate school of education. Fourth, newly-coming graduate students should be welcome through specialized doctoral degree (i.e., Doctor of Education or Ed.D.) programs in the Graduate School of Education at Sunchon National University. Lastly, it is imperative to develop professional development courses for in-service teachers to acquire first-grade teacher qualifications at the Graduate School of Education and to cultivate competency of teaching and learning.

성매매집결지 ‘선미촌’이 위치해있는 노송동은 전주시 구도심 중 한곳으로 현재 도시재생 대상지로 선정되어 민관이 주도하는 다양한 사업이 진행되고 있는 지역이다. 선미촌 한 가운데에는 본 연구의 대상인 노송늬우스박물관이 위치해있다. 이 지역은 낙후된 집창촌으로 낙인되어 외부인의 접근도 뜸한데다 인근에 사는 노송동 주민들에게도 드러내고 싶지 않은 곳이지만 한편으로 성매매여성들과 관련 상인들은 삶을 이어가고 있는 복잡한 이해관계가 얽힌 공간이다. 전주시는 문화예술과 인권마을이라는 키워드를 앞세워 노송동의 다양한 관점들을 엮어내고자 다양한 테마의 전시관과 마을박물관을 개관했다. 주목할 점은 그 과정에서 주민참여를 시도하여 노송동 일대의 물리적·사회적 변화를 이끌어내고자 하였다는 것이다. 본 연구는 노송동에서 진행되는 일련의 도시재생 사업 가운데 노송늬우스박물관을 연구대상으로 삼아 박물관 전시에 참여한 지역주민과 지역예술가, 문화활동가, 시청 담당 공무원 등을 인터뷰하였고 이를 토대로 노송늬우스박물관의 형성배경과 절차, 내용 등을 살펴보았다. 또한 마을박물관으로서 해당 전시가 갖는 의미를 분석하고 향후 나아갈 방향을 제시하였다.

In this study, a survey has been conducted to find out college of education students’ perception of the 4th industrial revolution. Forty-four students majoring in social studies education and 33 in computer education participated in this survey. Results are as follows: First, college of education students regarded the 4th industrial revolution as ICT. Responses from social studies education majors encompassed a wider range of issues including the social impact of the 4th industrial revolution, its background and the response to it than those from computer education majors. Second, students suggested ‘information literacy’ and ‘fluency’ are required as competencies for the 4th industrial revolution. Social studies majoring students think more value/attitude as competencies for the prospective teacher than computer education majoring students. Third, students evaluated themselves as lacking the responses to the 4th industrial revolution. In fact, social studies majoring students think themselves as less prepared than their peers. Fourth, they did not think that education in the college is helpful for their preparation for the 4th industrial revolution. Computer education majoring students were more positive than social studies majoring students and social studies majoring students were more critical than their peers. Most students paid little attention to the active role of education, nor did they bring about a critical view of the 4th industrial revolution frame itself. These results suggest that the construction, curriculum, pedagogy of college of education should be changed.