국내 중등 통합교육 연구의 동향 및 향후 과제 고찰

이숙향 ( Suk Hyang Lee ) 대구대학교 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.3

Secondary inclusive education in Korea has faced challenges due to systematic problems and lack of research in spite of dramatic growth of inclusive education. The purpose of this study is to investigate trends and future directions in research regarding secondary inclusive education by reviewing Korean literature related to secondary inclusive education published for the last 10 years. Based on the criteria suggested in this study, a total of 53 articles were identified. The articles were categorized into four themes including: (1) attitudes of students without disabilities towards students with disabilities and peer relationship, (2) perceptions of teachers and parents on secondary inclusive education, (3) adjustment in secondary inclusive settings from the perspectives of students with disabilities, and (4) instructional methods regarding secondary inclusive education. After analyzing these four themes, each article was analyzed with sub-variables across four themes such as published year, participants, research methods, and settings. Based on the findings of this study, implications for trends and future directions in research regarding secondary inclusive education are provided as follows: (1) investigating perceptions and needs of students with disabilities and their parents on secondary inclusive education, (2) examining effects of supports for teachers based on their needs, (3) research regarding secondary inclusive education in high school level and teaching academic subjects, (4) investigating effects of various programs to promote understanding disability including reversed inclusive education program, and (5) research regarding various issues of secondary inclusive education and instructional methods.

특수교육학개론 교직과목을 수강한 중등예비교사의 통합교육에 대한 교사신념

구신실 ( Sin Sil Gu ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.1

The purpose of this study was to provide practical implications for the successful inclusion of education of pre-service teacher education. For this purpose, we examined pre-service teachers` belief on inclusion education according as the experiences of education service for children with disabilities through educational outreach experience. The participants in this study were 167 students studied introduction to special education course in the 3 university of P City. According to the purpose of this study results are as follows. First, the secondary pre-service teachers for inclusive education of teachers beliefs level was higher than the median, beliefs about the expectations for the inclusion of the sub-area of teacher beliefs about integrated education teachers were the highest. And beliefs about the actual integrated classroom teachers was the lowest. Second, the integrated education for secondary pre-service teachers on education services for children with disabilities experience higher than the secondary pre-service teachers on children with disabilities do not have experience in educational outreach, teacher beliefs were. And teacher beliefs about inclusion appeared to be higher than a certain period of secondary pre-service teachers on children with disabilities do not have experience in educational outreach education service had experienced a period of secondary pre-service teachers. Secondary pre-service teachers of children with disabilities in institutions of education and volunteer experience on teacher beliefs and according to the type of participation that showed no significant differences. Third, teachers of secondary pre-service teachers beliefs according to gender, there was no difference. Appeared to be higher than pre-service teachers enrolled in secondary pre-service teachers enrolled in the Graduate School of Education, Faculty of secondary teacher beliefs about integrated education. And the completion of a series of teaching the non-major in the secondary pre-service teachers, in pursuing the teaching profession in the College of Education Department of Education Department of Secondary pre-service teachers a critical perspective on inclusive education for teachers` beliefs were higher than the However, the beliefs of the teachers in the belief that the entire sub-region and integrated education for teachers teaching under this classification showed no significant differences.

중등예비교사의 통합교육에 대한 인식

박재범 이화여자대학교 특수교육연구소 2012 특수교육 Vol.11 No.1

본 연구는 중등예비교사의 통합교육에 대한 인식을 알아보는데 목적이 있다. 이에 따른 연구 문제는 첫째, 중등예비교사가 초·중등학교 시절에 통합교육 하면 떠오르는 생각은 무엇인지 알아보고, 둘째, 중등예비교사로서 가져야 할 통합교육에 대한 인식은 어떠한가를 살펴보았다. 연구 참여자는 수도권에 소재하고 있는 미래대학교 사범대학의 학생들로서 ‘교육현장의 이해’를 수강한 30명이다. 이 연구를 위해 중등예비교사들의 통합교육에 대한 의견을 중심으로 수집하고 분석하였다. 연구 결과에 따르면 중등예비교사가 초등학교 및 중등학교 시절에 ‘통합교육’ 하면 떠오르는 생각은 ‘또래의 어울림’, ‘교사의 보살핌’, ‘장애의 이해부족’ 등으로 나타났다. 중등예비교사로서 가져야 할 ‘통합교육’에 대한 인식은 ‘장애학생에 대한 긍정적 인식 필요’, ‘통합교육에 대한 전문성 강화’, ‘통합교육을 위한 지원책 필요’ 등으로 분석되었다. 이 연구 결과를 바탕으로 통합교육을 원활하게 운영하기 위한 지원방안을 제시하고 후속연구를 제언하였다. The purpose of this study was to examine secondary reserve teachers’ recognition of inclusive education in a bid to provide some ways of backing up inclusive education from diverse angles in pursuit of successful and smooth inclusive education. Two research questions were posed as belows; Firstly, what comes into secondary reserve teachers’ mind in their elementary and secondary school years when it comes to inclusive education? Secondly, what should they think of inclusive education as secondary reserve teachers? The subjects of this study were 30 students who were in the education department of Mirae University located in the metropolitan area and they took a course the understanding of the field of education. The data on secondary reserve teachers’ opinion about inclusive education were gathered and analyzed. The findings of the study were as follows: Regarding their ideas on inclusive education in their elementary and secondary school years, several things came into their mind: mingling with peers, care by teachers, and lack of understanding of disability. As for the due way of looking at inclusive education as secondary reserve teachers, they replied that they should look at disabled students in a positive manner, and they also mentioned bolstering their professionalism of inclusive education and the necessity of assistance for inclusive education. Given the findings of this study, there are some suggestions on support plan and follow-up research for conducting the inclusive education more smoothly.

한국 중등교사 양성교육 연구 경향 분석

박수정 한국교육학회 2014 敎育學硏究 Vol.52 No.3

This study aims to analyze the research trend of the education of secondary school teachers in Korea, 314 articles related to the education of secondary school teachers from 2003 to 2012 are collected and network text analysis are conducted. The main results are as follows. First, about 30 articles on the education of secondary school teachers were published annually and the number of articles had increased in 2006, 2008 and 2011. Secondly, the rate of “subject-matter and cross curricula" and the rate of “an author and co-author” were 6:4 respectively. Third, the research on the education of secondary school teachers was most frequently conducted in “The Jornal of Korean Teacher Education” and was usually published in the academic journals of subject matter education, secondary school education, subject matter content, educational administration studies and curricular studies. Fourth, keywords on each abstract placed the teacher first, the pre-service teacher second, followed by curriculum, teacher education, teaching practice, professional, college of education, teacher training, teacher training education, teacher employment test, programs and pedagogical content knowledge(PCK). Based on the network text analysis of 54 high related keywords on the education of secondary school teachers research, the keywords of “curriculum~professional~pre-service teacher~teacher training education”, “teacher employment test~criteria~evaluation”, “subject-matter education~qualitative research~secondary school teacher employment test~question”, “teaching-learning~capability~efficacy”, “content~knowledge~teaching~pedagogi -cal content knowledge(PCK)”, “student~reflection~social studies~history teacher” showed the intimate connection respectively, while indicating the research trend of these issues. This study has significance in that it showed a summarization of the latest research trend of the education of secondary school teachers in Korea and analyzed connection of the issues and its trend by network text analysis. 이 연구는 한국 중등교사 양성교육의 연구 경향을 분석하기 위하여 최근 10년간(2003년~2012년) 중등교사를 양성하는 교육과 관련된 연구물 중 한국연구재단에 등재(후보)된 학술지 발표 논문 314편을 선정하고 네트워크 텍스트 분석 방법을 적용하여 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 중등교사교육 연구는 평균적으로 연간 30편 정도 학술지에 발표되었고, 2006년, 2008년, 2011년에는 높은 빈도로 발표되었다. 둘째, 중등교사교육 연구는 교과와 공통, 단독과 공동 논문의 비율이 각각 6:4 정도로 나타났다. 셋째, 중등교사교육 연구는 『한국교원교육연구』에 가장 많이 다루어졌고, 교과교육, 중등교육, 교과 내용과 관련된 학술지와 교육행정학과 교육과정 전문 학술지에서 발표되었다. 넷째, 중등교사교육 연구의 초록에 제시된 키워드는 교사, 예비교사, 교육과정, 교사교육, 교육실습, 전문성, 사범대학, 교사양성, 교사양성교육, 임용시험, 프로그램, 교수내용지식의 순으로 나타났다. 다섯째, 중등교사교육 연구의 키워드 중 연결 중심성이 높은 54개 키워드를 추출하여 네트워크 분석을 실시한 결과, 교육과정~전문성~예비교사~교사양성교육, 임용시험~기준~평가, 교과교육학~질적연구~중등임용시험~출제, 교수학습~역량~효능감, 내용~지식~교수~교수내용지식, 학생~반성~사회과~역사교사의 밀접한 관련성이 나타나, 이러한 주제들이 함께 연구되고 있는 경향성을 알 수 있다. 이 연구는 네트워크 텍스트 분석을 활용하여 한국에서의 중등교사교육 연구의 최근 경향을 전체적으로 개괄하고, 연구주제의 관련성과 연계 경향을 분석하였다는 데 의의가 있다.

中小学教师行使教育惩戒权的法律问题研究

宿力嫄 ( Su-liyuan ),李佳童 ( Li-jiatong ) 경상대학교 교육연구원 2023 현대교육연구 Vol.35 No.1

The power of punishment for primary and secondary school teachers is the right of teachers to intervene and punish students in accordance with laws and certain procedures in order to realize the purpose of education. As the leader of school education and teaching activities, primary and secondary school teachers enjoy the right of educational punishment power of educational management, which is of great significance to ensure the achievement of educational and teaching objectives in primary and secondary schools. Punishment education and appreciation education complement each other. They are two important education methods for primary and secondary school students, and are an indispensable part of the education system. Therefore, most scholars and the public believe that primary and secondary school teachers should be endowed with the power of educational punishment. However, with the rapid development of the Internet, the network public opinion has greatly affected the normal exercise of the educational punishment power of primary and secondary school teachers. In addition, the non-standard management and legislation of education departments and schools on the power of educational punishment are not perfect, which leads to the great dilemma of teachers in exercising the power of educational punishment in teaching activities. So this paper on the basis of primary and secondary school education disciplinary rules (trial), from the analysis of primary and secondary school teachers education disciplinary power legal attribute and basis, expounds the teacher education punishment, analyzes the problems of the teachers, explore the teacher education disciplinary power legal system, determine the basic principles of teachers exercise disciplinary power, finally suggested perfecting the education disciplinary power legal system, especially the teacher education disciplinary legal basis, applicable scope, implementation methods and relief measures, etc. Improving the educational punishment system of primary and secondary school teachers is an inevitable requirement of the school administration and teaching according to law, which is not only to empower the power of teachers' education punishment, but also to provide a strong guarantee for the legitimate rights and interests of students.

A study on Education Provision Environment for Students with Disabilities Attending Secondary School in Kampala, Uganda

무디바 피터,이필상 한국발달장애학회 2023 발달장애연구 Vol.27 No.3

The study examined the Education Provision Environment For Students With Disabilities Attending Secondary Schools in Kampala, Uganda and guided with other specific objectives like to better understand the special education related legislation and education policies of education provision for students with disabilities, to investigate the study environment of education provision for students with disabilities in secondary schools in Kampala district, Uganda and To find out the kind of education received by students with disabilities in secondary schools in Kampala district. The research participants for this purpose were 10 teachers, education experts, and 6 administrators working in the Kampala region of Uganda. The data collection for the study in-depth interviewing and analyzed using the constant comparative qualitative research method. Results were derived into 3 main topics as, (1) Education legislation (2) study environment (3) Education. 9 sub topics and 21 core ideas extracted from 162 statements. The study sample size was 16participants, 10 teachers (6female & 4male) and 6 Education officers/experts (4 female & 2 male) both purposive and random samples were employed. The study discovered that education provision for SWDs in secondary schools of Kampala and the country at large still faces barriers like Education laws and policies are not well implemented, insufficient trained SNE staff (teachers & professional specialists like counselors, therapists, psychologists, doctors, sign language interpreters and others), un friendly study environment, un suitable education for SWDs, inappropriate curriculum and among others. To overcome the constraints, an extra effort is needed in policies implementation, training teachers, create conducive study environment, emulate other country’s education systems like South Korea. The study concluded that there is need for educational reforms in the secondary school curriculum, SNE teacher training and type of education for SWDs at secondary level.

中职学校融入劳动教育的可行性及对策研究

雷思雨(Siyu Lei) YIXIN 출판사 2024 Education Reform and Teaching Research Vol.1 No.2

Human Society is created by Labor and developed by education. Labor education, as an important way for vocational colleges to cultivate talents, is beneficial to improve the labor quality and technical skills of the new generation. Based on the theory of labor education, this paper analyzes the connotation of labor education, then studies the possibility of implementing labor education in Secondary vocational schools, and analyzes the problems in the practice of labor education in secondary vocational schools, at last, the author puts forward some countermeasures and suggestions: speeding up the development of school-based curriculum, designing various labor activities, constructing a comprehensive evaluation system, promoting the development of labor education in secondary vocational schools, and training the new people in line with the needs of the times. 人类社会由劳动所创造,人类社会因教育而发展。劳动教育作为职业院校培养人才的重要途径,有利于提高时代新人的劳动素质与技术技能。以劳动教育理论为基础,剖析劳动教育的内涵,继而研究劳动教育在中职学校实施的可能性,分析劳动教育在中职学校实践过程中出现的问题,最后提出相应的对策建议:加快校本课程开发;设计多样劳动活动;构建综合评价体系,助推中职学校更好开展劳动教育,培养出符合时代需求的时代新人。

중등 특수교육 교사들의 전환교육 및 서비스 수행에 대한 인식 조사

김경화 한국교원대학교 교육연구원 2013 敎員敎育 Vol.29 No.2

Transition is a change in status from behaving primarily as a student to assuming emergent roles in the community. Unfortunately, many students with disabilities have experienced less positive postschool outcomes than their peers without disabilities. To improve better postschool outcomes for students with disabilities, transition education and services are needed. Implementing effective transition education and services requires cooperation and supports among the key stakeholders, including students with disabilities, their families, special education teachers, general education teachers, and adult services providers. Among these key stakeholders, the roles of special education teachers are of the most importance in implementing effective transition education and services. Therefore, the purpose of this study was to investigate how frequently secondary special education teachers implement transition education and services. In addition, this study examined the correlation between their preservice and inservice training and their levels of implementation. The results of this study indicated that secondary special education teachers implemented between rarely and occasionally transition education and services. Among the transition domains, the transition planning domain had the highest mean scores while the instructional planning domain had the lowest mean scores. Finally, there were significant differences in perceptions of level of implementation based on obtained degree, teaching experiences, disability category, type of teaching classroom, and grade level. 전환이란 학생의 역할을 떠나 지역사회에서 성인의 역할을 감당하게 되는 지위의 변화이다. 장애학생들이 성공적인 성인생활로 전환하기 위해서는 반드시 전환교육 및 서비스가 필요하다. 전환교육은 특수교사, 직업교사, 장애학생, 학부모, 성인장애인서비스 제공자, 지역사회 내 고용주 등 관련된 사람들 모두가 적극적으로 참여하고 협력하여야만 가능하다. 그 중에서도 이 모든 관련 담당자들을 연결하는 특수교사의 역할이 크다고 할 수 있겠다. 따라서 본 연구는 중등특수교사들이 전환교육 및 서비스를 얼마나 실시하고 있는지를 알아보고자 충청남도에 재직하고 있는 240명의 중등특수교사들을 대상으로 설문조사를 하였다. 연구결과에 따르면, 중등특수교사들은 전환교육 및 서비스를 제대로 실행하고 있지 못하다고 인식하고 있었다. 특히 전환교육 및 서비스 영역들 중에서 전환계획 영역을 가장 잘 실행하고 있는 반면 교수계획 영역을 가장 실천을 못하고 있었다. 그리고 최종학위, 교직경력, 장애영역, 소속학교급, 그리고 교육과정별 변인들에 따라 중등특수교사들의 전환교육 및 서비스에 대한 실행 정도의 차이가 있었다.

문화예술교육의 학교교육으로서의 확장가능성 탐색을 위한 관련법 비교 분석 연구

박남정 한국문화교육학회 2023 문화예술교육연구 Vol.18 No.5

The purpose of this study is to examine the possibility of qualitative growth of cultural arts education within elementary and secondary schools from a legal perspective. unlike the confusion during the early stages of policy introduction in 2005. However, due to discrepancies and conceptual ambiguity among similar terms regulated by the law, elementary and secondary schools operating educational processes according to the law face difficulties in incorporating cultural arts education. This study analyzes the Education Act , Elementary and Secondary Education Act , and 「 」 「 」 「 General Principles of Elementary and Secondary Education Curricula , and which 」 regulate the field of arts education in the subject education-centered school system, and analyzes the Promotion of Cultural Arts Act and Support for Cultural Arts 「 」 「 Education Act to explore legal differences between similar terms. By scrutinizing the 」 status and categorization of cultural arts education from a legal standpoint, this research presents a novel approach to understanding the future-oriented role of cultural arts education within school systems. At a juncture when the interest and adoption of cultural arts education is on the rise, the study offers insights into potential legal and administrative modifications. These insights are particularly relevant as they are drawn from an examination of the recently debated amendments to the 「 Support for Cultural Arts Education Act

중등 특수학급의 안전교육 운영 실태와 특수교사의 인식

김미영,황순영,이연희 한국특수교육학회 2018 특수교육학연구 Vol.53 No.3

The purpose of this study is to analyze the current status of safety education implementation for students with disabilities in the secondary school and special teachers’ awareness of safety education. 121 special teachers in middle and high schools in Busan and South Gyeongsang Province were surveyed to ask the current status of special classes’ safety education implementation and the awareness of special teachers. The collected data were analyzed through frequency analysis and chi-square analysis. The results of the study showed that the establishment plan of safety education was well adhered to in the implementation of safety education for students with disabilities in the secondary schools, but teachers were having difficulties due to lack of safety education materials. In the special education teachers’ awareness on the safety education implementation, they said safety education is necessary and preventive education is important based on the case. In addition, the main cause of the accident was a lack of awareness or carelessness, and safety education according to the characteristics of each type of disability was needed. It was suggested that various support is needed to keep the safety education of students with special classes with disabilities. 본 연구는 중등 특수학급 특수교사를 대상으로 특수학급에서 이루어지고 있는 안전교육 운영 실태와 안전교육에 대한 특수교사의 인식을 분석하는데 그 목적이 있다. 이에 부산, 경남에 소재한 중학교와 고등학교에 있는 121명의 특수교사를 대상으로 특수학급의 안전교육 실태 및 특수교사의 인식을 묻는 설문조사를 실시하였고, 수집된 자료는 빈도분석과 교차분석을 통해 분석하였다. 연구의 결과는 첫째, 중등 특수학급에서의 안전교육 운영 실태에서는 안전교육의 수립계획이 잘 지켜지고 있었으나, 안전교육 교육 자료가 부족하여 교사들이 어려움을 겪는 것으로 나타났다. 둘째, 중등 특수학급 특수교사의 안전교육 운영에 대한 인식을 살펴본 결과 안전교육 연수가 필요하며 사례중심의 예방교육이 중요하다고 하였다. 또한 안전사고 발생의 주원인은 안전에 대한 인식이 부족하거나 부주의 때문이라고 하였으며, 장애유형별 특성에 따른 안전교육이 실시될 필요가 있다고 하였다. 이에 중등 특수학급의 장애학생들의 안전교육을 지속적으로 잘 운영하기 위해서는 다양한 지원이 필요함을 제안하였다.