평생교육사 전문성 개발과정의 상황 모형 연구

This study intended to explore a situational model of professional development process in which lifelong educators were experiencing at their work. The situational model was expected to include both supporting factors and hindering factors for lifelong educators in their professional development process. Considering the purpose of this study, 12 lifelong educators were interviewed to describe their work experiences in detail and in depth. These participants were all recognized for their work from their colleagues at the field and were selected from the metropolitan areas (Seoul, Incheon, Gyeonggi-do). Using the methology of Strauss and Corbin’s grounded theory, interview data were analyzed to derive a situational model of professional development process which included supporting and hindering factors at work. As a result, the model were showed to 7 upper categories and 18 lower categories. As expected, informal learning activities were discovered to function as a central phenomenon of professional development process in which hindering and supporting factors were appeared from personal, organizational, and social life experiences of lifelong educators. Based on the results of this study, several implications were discussed to present theoretical and practical suggestions for research and practice of lifelong educators’ professiona development in the future.