대학교원의 교수역량 교육요구도 분석

The purpose of this study was to investigate the educational needs of university professors, analyze the differences in educational needs, and propose a customized teaching support plan centered on each professor. To this end, after a survey of A University teachers, analysis was conducted through T-test, one-way ANOVA, Borich demand, and The Locus for Focus model. First, the analysis of the importance of teaching capacity-execution of all university professors showed that the difference between importance and implementation was statistically significant in the entire underlying and class capacity categories. In addition, the top priority of the underlying competency education requirement was commonly analyzed as communication capabilities, and the top priority of the class competency education requirement was the learner participation class operation capabilities. Second, differences in educational requirements for each university professor's variable were significant depending on their educational experience, differences in empathy and reflection capabilities, and differences in class design and evaluation tool development capabilities. Third, professors with more than 20 years of educational experience were required to form a student-centered education culture and further support for each major; professors with 10 to 20 years were required to love education and to 10 years. In order to improve the quality of higher education, this study is expected to serve as a basis for establishing effective teaching support measures at the university level that meet the needs of university environments and university members.