한국에서 상담을 전공한 중국인 상담자의 중국 귀국 후 전문직 적응 경험: 합의적 질적 연구를 중심으로

The Professional Adaptation Experiences of Chinese Counselors Who Majored in Counseling in Korea after Returning to China: Focusing on Consensual Qualitative Study

초록

Objectives This study examined the professional adaptation experience of Chinese counselors who returned to China after obtaining a counseling-related major in Korea. Methods For this purpose, In-depth interviews with 10 Chinese counselors who had obtained a counseling=related major in Korea and had at lest 3 months and up to 5 years of professional experience returning to China, and the data were analyzed using the consensual qualitative analysis method. Results We derived four domains, including ‘experience in the process of returning home’, ‘recognition of differences in expertise in counseling fields between Korea and China’, ‘effect of professional experience in Korea on adaptation after returning home’, and ‘efforts to improve professionalism’, which were classified into 11 categories and 42 subcategories. Conclusions It is meaningful in that the voices of returning Chinese counselors have revealed the uniueness and development of the Chinese counseling field, the difference between Korea and China’s expertise and the reality of the Chinese counselor’s experience of adapting to the profession after returning China. It is also meaningful in that it provided important basic materials for understanding the specific needs and needs of Chinese counselors who wish to return China in the future and planning more effective and practical education programs to professors who are responsible for education.

키워드

귀국 중국인 상담자귀국 후 전문직 적응 경험합의적 질적 연구returning Chinese counselorreturning professional adaptation experienceconsensual qualitative research
제목
한국에서 상담을 전공한 중국인 상담자의 중국 귀국 후 전문직 적응 경험: 합의적 질적 연구를 중심으로
제목 (타언어)
The Professional Adaptation Experiences of Chinese Counselors Who Majored in Counseling in Korea after Returning to China: Focusing on Consensual Qualitative Study
저자
곽열하정희
DOI
10.22251/jlcci.2022.22.21.267
발행일
2022-11
저널명
학습자중심교과교육연구
22
21
페이지
267 ~ 293