문화유산교육자 양성을 위한 자격제도의 현황과 전문성 및 직무 탐색

• 영문명: Exploring the Current Status of Qualifications, Professionalism, and Roles for Cultural Heritage Educators
• 발행기관: 한국교원대학교 초등교육연구소
• 저자명: 홍애령
• 간행물 정보: 『초등교과교육연구』제41호, 113~132쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.08.31

국문 초록

The study was conducted in recognition of the need to identify the scope and scope of educators who are implementing cultural heritage education in various educational settings and to unify the variously called names and roles. For this purpose, data on the qualifications and training programs of cultural heritage educators promoted by the Cultural Heritage Administration, the Korea Heritage Service, UNESCO, and the Center for Heritage and Cultural Heritage Education were collected. As a result, it was found that elementary and secondary school teachers, museum and art gallery majors, cultural arts educators, cultural tourism interpreters, and lifelong educators are the current pool of professionals with nationally recognized qualifications to engage in cultural heritage education. In addition, the cultural heritage education specialist course implemented by the Korea Heritage Agency was found to be the only cultural heritage education specialist qualification system currently underway. Based on the above, five areas of expertise (planning, operation, analysis, evaluation, and teaching) and five roles (planner, commentator, researcher, evaluator, and educator) were proposed for a nationally recognized cultural heritage education qualification program.

목차

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 현행 문화유산교육자의 범위 및 영역

Ⅳ. 문화유산교육자 양성을 위한 전문성 영역 및 직무 분석

Ⅴ. 결론 및 제언

참고문헌

키워드

cultural heritage cultural heritage educator qualification system professionalism