This study aims to identify the core competencies required of docents who interpret Korea’s traditional tea culture and to provide foundational insights for developing docent training programs. Interpretation of tea culture goes beyond mere transmission of information; it involves engaging audiences with cultural context and emotional experiences. Tea museums, in particular, serve as platforms not only for presenting the identity of traditional culture but also for fostering learning and empathy through interaction between docents and visitors. Therefore, a systematic framework of knowledge, skills, and attitudes is essential to define the competencies required of docents. To achieve this goal, qualitative interviews were conducted with current and former docents, as well as program planners, in tea museums. The collected data were analyzed to extract key competency areas and structured using the KSA (Knowledge, Skills, and Attitudes) model. The study presents key learning goals and instructional implications for designing docent education based on job-related competencies. By doing so, it emphasizes the importance of structured training in the field of cultural interpretation and offers theoretical and practical implications applicable to other areas of traditional heritage education.
So-young An (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: