예비유아교사의 반성적인 저널에 나타난 창의성 교육에 대한 인식 분석 연구

서선진(Seo Seon-Jin),김호(Kim Ho) 한국열린유아교육학회 2009 열린유아교육연구 Vol.14 No.5

본 연구에서는 예비유아교사들이 창의성과 유아를 대상으로 한 창의성 교육을 어떻게 이해하고 있는지를 살펴보고 예비유아교사 대상의 양성교육에서의 함의를 찾아보고자 하였다. 23명의 예비유아교사들이 창의성 교육 관련 강좌를 수강하면서 작성한 반성적 저널을 통하여 이들이 창의성의 개념을 어떻게 이해하고 있으며 유아 창의성 교육의 가치, 내용과 방법을 어떻게 파악하고 있는지를 지속적인 비교분석법을 이용하여 알아보았다. 예비유아교사들은 강좌를 수강하면서 일상적이고 보편적인 창의성에 대한 개념을 새로이 생성하였으며 창의성을 다양한 요소로 이루어진 구성개념으로 인식하고 있었다. 예비유아교사들이 인식하는 유아를 위한 창의성 교육은 유아가 창의성을 개발하고 이를 발휘할 수 있는 기회와 분위기를 마련하는 것이라고 보았는데 교사가 이러한 분위기를 만드는데 결정적인 역할을 한다고 믿고 있었다. The purpose of this study was to examine how early childhood education pre-service teachers understand creativity education by analyzing their reflection journals. Twenty three pre-service teachers were asked to write reflection journals regularly while taking a course on creativity and creativity education. Using constant comparison method, these teachers' understandings on creativity and creativity education for young children were analyzed. Pre-service teachers understood that creativity is a universal trait somewhat implicit to many people and composed of multiple elements including originality, diversity, curiosity, risk-taking and problem-solving. It is also recognized that creativity is not unchangeable but influenced by various factors such as child's motivations, parenting styles, family environments, and instructions. Pre-service teachers believed that creativity education can foster children's creativity development by building an open, supportive, and creativity-friendly climate. Building such a climate is believed to help children to express their thoughts and opinions, to explore their worlds, and to seek for help without reluctance and anxiety. Pre-service teachers perceived that teachers make a significant contribution to achieve such education.

지체 및 뇌병변 장애인 특수교육 교원이 겪는 교직 적응 과정에서의 도전과 지원 요구

박경옥 ( Park Kyoung-ock ),서선진 ( Seo Seon-jin ) 대구대학교 특수교육재활과학연구소 2017 특수교육재활과학연구 Vol.56 No.1

이 연구에서는 지체장애인 교원들이 특수교육 현장에 적응하면서 경험한 고충과 이를 극복하기 위한 개인적인 노력의 과정을 살펴보았다. 여기에서는 지체 및 뇌병변장애인 특수교육 교원 5명을 대상으로 심층면담을 진행하여 그들의 교직적응 경험과 지원요구에 대한 정보를 수집하였다. 면담 결과, 지체장애인 교원들은 높은 기대와 교직적응에 대한 자기효능감을 가지고 교직에 입문하였으나 막상 교육현장에서 그들이 맞이한 것은 이동 제한, 역기능적 사회적 관계, 불합리한 업무 배정 등에서 두터운 장벽이 존재하고 있었다. 지체장애인 교원들이 가진 역량을 효과적으로 발휘할 수 있도록 하는 다양한 지원 방안에 대해서 제안되었다. 이상의 결과를 바탕으로, 지체장애인 교원이 특수교사로서의 역할을 충실히 할 수 있도록 하기 위하여 첫째, 장애인 교원의 직업적 자기결정력을 강화할 수 있는 개인적인 노력의 방법과 직업 전 교육 방안이 요구된다. 둘째, 지체장애인 교원들의 직무수행에 실제적이고 실질적인 지원 요구가 무엇인지를 파악하여 이를 바탕으로 한 정책 마련이 필요하다. 마지막으로 지체장애인 교원들의 정당한 권리 보호를 위해 정부 및 지역 교육청 차원에서 장애인교원 단체의 설립을 지원해 나가야 함에 대한 논의를 하였다. The purpose of this study was to investigate the experiences and support needs of special education teachers with physical disabilities on performing their teaching jobs. Seven teachers with physical disabilities or cerebral palsy who have worked in special schools or self-contained classrooms participated in in-depth interviews. The results are as follows: Teachers interviewed had high expectations on special education teaching career and strong self-efficacy in doing their work with students with disabilities. However, realities in schools they have worked were somewhat crucial. School building were slippery for teachers with clutches. The teachers interviewed have been concerned with unfairness in their job assignment and dysfunctional social relations with their peers. The teachers also suggested that strong support for helping them improve their job performance as well as more attentions are needed to promote their expertise in teaching. Based on the results, considerations to improving the adjustment of special education teachers with physical disabilities were suggested.

교육실습을 이수한 예비특수교사의 수업설계활동에 대한 인식 비교

박경옥 ( Kyoung Ock Park ),서선진 ( Seon Jin Seo ) 대구대학교 한국특수교육문제연구소 2012 특수교육저널 : 이론과 실천 Vol.13 No.3

The purpose of this study was to analyze special education pre-service teachers’ perceptions and enactment of instructional design activities during their teaching practicum by their majors and previous experience of developing lesson plans. Three hundreds and sixty pre-service teachers from 11 universities nationwide answered the survey on instructional design activities from Dick & Carey model right after finishing their teaching practicum. The results are as follows: special education pre-service teachers did not enact instructional design activities enough to satisfy what they actually perceived instructional design activities as importantly in teaching students with disabilities. Pre-service teachers developed their instructional planning differently by their majors (that is, early childhood, elementary, and secondary special education major). It was also reported that they had trouble with instructional design in terms of developing learning objectives, planning instructional activities, developing instructional materials, implementing instructional adaptation, engaging instructional evaluation, and using reflection. The discussions and implications for instructional design and teacher education in special education were provided.

발달장애학생의 독서교육 활성화를 위한 교사의 지도 경험과 요구의 탐색

이정은 ( Jueng Eun Lee ),손지영 ( Seon Jin Seo ),서선진 ( Ji Young Son ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2014 지적장애연구 Vol.16 No.3

본 연구의 목적은 발달장애학생의 독서교육을 활성화하기 위한 교사들의 지도경험 및 지원 요구를 살펴보는 것이다. 이를 위해 발달장애학생의 독서교육에 관심과 경험이 많은 초등특수교사 3명, 중등특수교사 4명, 그리고 통합학급 일반교사 1명 등 총 8명이 초점집단 면접에 참여하였다. 면담은 4명씩 두 조로 이루어졌고, 연구자들이 개발한 반구조화된 질문을 통해 교사들의 독서 지도경험과 독서교육 활성화를 위한 제언을 자유롭게 보고하도록 하였다. 면담 자료를 분석한 결과, 1) 교사들이 인식하는 발달장애학생을 위한 독서의 필요성 및 기대되는 성과, 2) 교사들이 경험한 발달장애학생 독서교육의 어려움, 3) 교사들의 독서교육을 위한 노력, 그리고 4) 발달장애 독서교육 활성화를 위한 인식개선과 인프라 구축에 대한 지원 요구라는 4개의 주제와 그에 따른 총 16개의 하위주제가 도출되었다. 연구결과를 토대로 발달장애학생의 독서교육을 성공적으로 이끌 수 있는 독서교육의 요소와 전략을 밝히고 발달장애학생의 장애특성을 고려한 독서교육의 환경 개선과 지원에 대해 논의하였다. The purpose of this study was to explore the perceptions, experiences, and supports needed by special education teachers in terms of teaching students with developmental disabilities to engage in reading. To accomplish this goal, a total of eight instructors participated in a focus group interview. This group of instructors consisted of three elementary special education teachers, four secondary special education teachers and one general education teacher, all of who were interested and experienced in providing reading activities for students with developmental disabilities. The interviews were held in two groups of four, and conducted in a manner in which the interviewees freely respond to the questions given by researchers. Their conversations were recorded and transcribed for analysis. By analyzing these conversations, four topics along with fifteen sub-topics were identified. These four topics were: (1) the expected outcomes and the need for reading for students with developmental disabilities as described by instructors, (2) the challenges that lie in reading instruction as experienced by instructors, (3) the efforts made by instructors for better reading education, and (4) the supports needed for improving perceptions and establishing infrastructure. Based on the results of the study, the components and strategies for successful reading education and supports necessary for improving reading environments of students with developmental disabilities were discussed.

증강현실(Augmented Reality)의 특수교육 적용기대감과 현존감(Presence) 요인에 대한 연구: 예비특수교사 대상으로

박경옥 ( Kyoung Ock Park ),백종남 ( Jong Nam Baek ),서선진 ( Seon Jin Seo ),이양원 ( Yang Won Lee ) 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.1

This study was designed to investigate preservice special education teachers`` perceptions on Augmented Reality(AR) in applying it to special educational environments. The subjects of this study were 183 college students majoring in special education who agreeing to answer the questionnaire. The data were collected by an online survey system. The results of this study were as follows: First, preservice special education teachers had relatively high expectations on applying AR to education for students with disabilities. Its reasons mentioned were that AR technology provides many experiential opportunities and more freedom which students with disabilities have not yet experienced. And preservice special education teachers also had concerns about applying AR to special education. Their concerns about AR were appeared in terms of the possibilities of students being excessively engaged in AR and being less interested in traditional learning materials. Second, AR presence perceived by preservice special education teachers were high enough to expect the future use of AR in special education classrooms in terms of its enjoyment, mutual communication, realization, and performance, whereas low expectations for AR``s accessibility and flow. Third, major factors affecting preservice special education teachers`` positive perceptions on AR were enjoyment and communication. Based on the results of the study, its implications and suggestions for future research were provided.

숙련된 특수교사가 인식하는 교수ㆍ학습과정안 작성 과제와 개선 방향

서선진,박경옥 대구대학교 특수교육재활과학연구소 2013 특수교육재활과학연구 Vol.52 No.4

The purpose of this study was to investigate the experiences and perceptions of special education teachers on developing lesson plans for students with disabilities. Seven skilled special education teachers recognized for their expertise in teaching participated in focus group interviews. The results are as follows: Special education teachers had low self-efficacy in writing lesson plans and often developed annual and weekly lesson schedules, rather than daily lesson plans which were written for special occasions. Skilled teachers noted that lesson plans used in special education classes failed to mirror the uniqueness of special education in addressing student diversity. There was a lack of coherence in lesson plans to curricula and other related papers such as IEPs. However, skilled teachers admitted that establishing lesson plans was a single core task of instruction and helped themselves promote their expertise in teaching. Based on the results, considerations to improving lesson plan development in special education were suggested. 이 연구는 숙련된 특수교사 7인과의 초점집단 면담을 통해 교수ㆍ학습과정안 작성과 관련된 그들의 경험과 앞으로의 개선 방향에 대한 의견을 고찰하는 것을 목적으로 하였다. 특수 교사들이 그간 교수ㆍ학습과정안을 작성하면서 가진 경험과 인식은 2개의 대주제, 6개의 중 주제로 집약되었다. 숙련된 특수교사들은 일상적인 수업과 보여주기를 목적으로 하는 수업 간의 괴리가 존재하며 교수ㆍ학습과정안의 분절성 문제를 지적하였다. 또한 교수ㆍ학습과정 안의 형식이나 내용이 특수교육적 특성을 반영하지 못하고, 교사들이 교수ㆍ학습과정안 작성에 대하여 낮은 효능감을 보이고 있음을 보고하였다. 교사들이 이러한 난제를 극복하기 위하여 특수교육 교수설계 관련 연구와 논의를 늘리고 교사들의 교수설계 관련 전문성을 강화하는 데 강력한 지원이 필요함을 강조하였다. 이상의 연구 결과를 토대로 특수교육에서의 교수ㆍ학습과정안 작성과 관련된 개선방향과 시사점에 대해 논의하였다.