평생교육법 개정 이후 평생교육사에 대한 연구동향 분석

The research on lifelong educator history has been mostly concerned with the identification of professional expertise, the formation of professionalization, and the qualifications system and the training process, but lack of research on the formation of professional identity recognized by individual lifelong educator. This study was conducted to analyze the research trends of lifelong educator after the revision of Lifelong Education Act. The research articles are 77 papers related to the lifelong educator history published in the doctoral dissertation thesis from 2000 to 2016. The data were analyzed using the frequency and percentage of research methods and research subjects per year. For the professional identity of lifelong educator, research methods and measurement tools were analyzed using frequency and percentage. As a result, research on lifelong educator was mainly conducted using quantitative research methods, and research themes were in order of job experience, job satisfaction, learning experience, policy and institution. The research on the professional identity mainly used the quantitative research method and the measurement tool mainly used the professional identity scale. Based on the results of this study, it is suggested that researches on lifelong educator should be expanded and that researches on various subjects should be expanded.