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Priority Analysis on Self-Development Activities of Lifelong Education Freelance Instructors by Teaching Career

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2019, 9(4), pp.89-108
  • DOI : 10.34226/gcl.2019.9.4.89
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : September 2, 2019
  • Accepted : September 18, 2019
  • Published : September 30, 2019

김종현 1 Eom, Wooyong 2

1구미대학교
2계명대학교

Accredited

ABSTRACT

The purpose of this study was to identify the self-development activities required by freelance instructors for lifelong education and the priorities by teaching career. A survey of self- development activities completed through the literature research and a Focus Group Interview with the lifelong education experts was conducted for 402 lifelong education freelance instructors nationwide. For the data analysis, a reliability analysis and t-test were performed using the SPSS 21.0 program, and the Borich's formula and the Locus for Focus model were used to derive the priorities. The results of this study were as follows. Overall, differentiation and brand marketing activities, leisure activities to improve personal quality, and network management activities showed high demands for activities perceived by lifelong education freelance instructors. Meanwhile, as the lecturer's career increased, the demand for network management activities increased. An instructor’s differentiation and brand marketing activities consistently showed the highest priority in all teaching career levels. In addition, professional knowledge acquisition activities, activities for teaching plan designing and report writing ability improvement, and teaching skill improvement activities showed relatively lower priorities than the other activities, but the priorities of the three activities were changed by the teaching career level.

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