The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
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Development and Application of Literacy Education program using Coaching methods

코칭기법을 활용한 문해교육프로그램 개발 및 적용

  • 양복이 (문해교육연구소) ;
  • 김진숙 (대구한의대학교 평생교육융합학과)
  • Received : 2021.06.30
  • Accepted : 2021.07.31
  • Published : 2021.08.31
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Abstract

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.

본 연구는 코칭기법을 활용한 문해교육프로그램을 개발, 문해학습자에게 적용한 후 학습성취도 향상에 어떠한 영향이 있는지 알아보기 위해 U시의 노인복지관 문해교육학습자 13명을 선정하여 심층면담과 관찰일지, 학습자료를 토대로 분석하는 질적연구방법을 선택하였다. 코칭기법을 활용한 문해교육프로그램은 마음열기, 긍정성 도입, 학습역량 강화 및 조력, 자신감 및 지속성 강화의 4단계 과정으로 구성된 프로세스중심 모델로 연구결과는 첫째, 1단계에서 교수자와 학습자와의 커뮤니케이션이 확장되었고, 둘째, 2단계에서는 긍정적인 마인드를 형성하여 자기주도학습력이 강화되는 결과를 보여주었다. 셋째, 3단계 균형 문해교수법과 상호작용교수법을 활용한 결과 읽고 쓰는 것에 자신감을 획득하여 자기효능감 상승효과로 이어졌다. 넷째, 4단계는 적극적인 칭찬과 지속적인 격려로 학습에 대한 두려움을 이기고 상급과정에 대한 희망을 내포하게 하는 학습성취도 향상의 결과를 보여주었다. 이상의 연구결과로 코칭기법을 활용한 문해교육프로그램은 문해교육 현장에서 학습자를 위한 교육방법으로 유용하게 활용될 수 있다고 본다.

Keywords

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