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부모교육 프로그램 평가의 성찰과 전망 : 참가자 관점을 중심으로
A critical review on parent education program evaluation: With regard to the participants' perspective

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Authors
이호준
Issue Date
2007-09
Publisher
서울대학교 교육연구소
Citation
아시아교육연구, Vol.8 No.3, pp. 247-268
Keywords
부모교육참가자 관접 평가parent educationevaluation from the participants' perspective
Abstract
부모교육은 상담학, 특수교육학 유아교육학 등 여러 분야에서 매우 중요하게 인식되어 왔다. 그러나 부모교육 내용에 대한 참가자들의 만족도는 그렇게 높지 않은 것으로 나타나고 있다. 이와 같은 현상은 참가자들의 기대와 욕구 파악에 문제가 있을 뿐만 아니라 프로그램의 과정상에서 나타나는 참가자의 반응이 부모교육 프로그램의 개발 및 운영과정에 제대로 반영되지 않고 있기 때문이다. 이런 문제점을 개선하기 위한 방법의 하나로 참가자 관점 평가를 주목할 필요가 있다. 참가자 관점 평가는 기존의 제공자 관점 평가와는 달리 프로그램의 과정 측면을 참가자가 주체가 되어 평가한다는 점에서 부모교육 프로그램의 연구와 실제의 개선에 크게 기여할 수 있다. 참가자 관점 평가의 핵심 요소는 참가자들의 다양한 기대와 욕구를 반영할 수 있는 평가지표를 추출하는 것과 이를 계량화할 수 있는 신뢰롭고 타당한 평가도구를 개발하는 것이라고 할 수 있다. 그동안 부모교육에서 참가자 관점 평가가 활성화되지 못한 것은 부모들에 대한 이해 노력이 부족했기 때문이다. 앞으로는 부모교육 참가자로서의 부모들에 대한 충분한 이해를 바탕으로 한 적절한 평가준거 설정 및 평가도구 개발이 진행될 필요가 있다.



Parent education has been recognized as an important field in special education, infant education, and youth counseling. It is a program designed to deliver education on parent roles to adults, with various studies having been carried out up to date. However, the degree of satisfaction reported by participants tends to be not as high as expected. This is be due to lack of understanding of the needs and expectations of the participants, and also because their responses are not properly considered in the process of creating and executing the program. To solve this problem, a new evaluation approach, that is, evaluation from the participants' perspective, may be taken. The evaluations reported by participants reflect the perceived quality of the program's process, which differs from the effectiveness of the program. Such evaluations have the meaning of formative evaluation because they offer useful information to improve the program, and the meaning of summative evaluation because they offer guidance to decision makers and potential customers. The evaluation consists of items measuring the participant's level of interest to the contents of the program, perceived quality of materials, environment and equipments, and their response to the educators. In the field of parent education, the evaluation from participants' perspective has not been the focus of attention. Yet there were some noteworthy studies such as the evaluation research of a parent education program carried out by the Minnesota State Department of Children, Families, and Learning in 1998. In this study, participants evaluated three categories of the program including environment, resources, and educator. Another example is a study by the New York City Board of Education on the evaluation of a parent participation program from 1991 through 1992. This research employed the method of informal interview. The problem in the evaluation from participants' perspective lies in the inadequacy of the instruments used. Most critiques on this approach point to the lack of reliability and validity of the instruments. Insufficient insight into the parents' needs may be contributing to such shortcomings in this field. Therefore, it is critical to develop valid and reliable measures based on careful understanding of the parents or participants in the program.
ISSN
1229-9448
Language
Korean
URI
https://hdl.handle.net/10371/89114
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College of Education (사범대학)Education Research Institute (교육연구소)아시아교육연구 (Asian Journal of Education)아시아교육연구 (Asian Journal of Education) Volume 08 Number 1/4 (2007)
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