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교육심리학의 전문성과 학문 후속세대 양성Profession of Educational Psychology and Training for Next Generation of the Discipline

Other Titles
Profession of Educational Psychology and Training for Next Generation of the Discipline
Authors
하대현
Issue Date
Mar-2010
Publisher
한국교육심리학회
Keywords
educational psychology; professional practice; next generation of the discipline; careers; graduate program in educational psychology; 교육심리학; 전문직 실천; 학문의 후속세대; 진로; 양성 프로그램
Citation
교육심리연구, v.24, no.1, pp 207 - 233
Pages
27
Journal Title
교육심리연구
Volume
24
Number
1
Start Page
207
End Page
233
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/13545
ISSN
1225-4290
Abstract
이 논문의 목적은 교육심리학이 심리학을 교육에 적용하는 응용심리학이란 관점을 넘어서 전문직을 실천할 수 있는 잠재력을 살펴보고, 교육심리학의 전문직 서비스 내용을 찾아 학문의 후속 세대를 위해 대학원 전공 과정에서 어떻게 훈련시켜야 하는지를 논의하는 것이었다. 이런 목적 아래 논문에서는 먼저 교육심리학의 학문적 성격과 진로를 개관했다. 다음에 교육심리학의 성격 특징과 관련해 교육심리학이 전문직 서비스를 실천할 수 있는 자격을 갖추고 있는지, 어떠한 전문직 서비스를 실천할 수 있는지를 논의했다. 그 다음에는 대학원 교육과정에서 학생들에게 무엇을 어떻게 훈련시켜야 하는지를 논의했으며, 마지막으로 우리나라 상황에서 전문직 실천을 위해 고려해야 할 점과 향후 과제로 학문에 대한 형성평가, 타학문과의 중첩성, 자격증 수여, 교육 개혁에서의 교육심리학자의 역할, 대학원 교육과정 구성의 주제를 제언했다.
The purposes of this paper were to examine the potential for the field of educational psychology to move beyond 'psychology-applied-to-education' to develop a unique professional practice components and discuss how to train graduate students to practice professional services through a graduate program in educational psychology. In this paper, I first presented the nature of educational psychology and outlined career opportunities for educational psychologists. Second, I discussed if educational psychology qualifies as a profession and offered consulting with school as an example of professional service of educational psychology. Third, I discussed the content of a graduate program identified as 'core content' required for professional practice. Fourth, I suggested several issues and future tasks be considered when Korean educational psychologists would intend to practice professional services in their sociocultural settings. Included in the issues were (1)need of various formative evaluations for the discipline, (2)overlapping nature with other disciplines, (3)appropriateness for educational psychology to move in the direction of the graduate program with respect to national licensure, (4)roles of educational psychologists in educational reform, (5)need of fixed core curricula in the graduate program designed to train practitioners. Finally, I concluded that the members of the discipline have to reach sufficient consensus on the fixed core curricula and a body of common knowledge to foster the development of the competencies required for professional practice.
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