특수교육학개론 교직과목을 수강한 중등예비교사의 통합교육에 대한 교사신념

구신실 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 본 연구는 예비교사의 관련변인과 장애아동 교육봉사 경험을 통해 통합교육에 대한 교사신념을 분석함으로써, 통합교육에 대한 교사신념의 중요성에 대한 제고와 예비교사의 효율적인 특수교육학개론 교과운영에 대한 방안을 모색하고, 성공적인 통합교육을 위한 예비교사 교육의 실천적 시사점을 제공하는데 궁극적인 목적을 가진다. 이러한 연구목적을 위해 P시에 소재한 3개 대학교의 교직소양과목으로 특수교육학 개론을 이수한 총 167명의 특수교육 비전공자인 중등 예비교사를 대상으로 설문조사하였으며, 분석한 결과는 다음과 같다. 첫째, 중등 예비교사의 통합교육에 대한 교사신념은 중앙치보다 높은 수준이었다. 또한 통합교육에 대한 교사신념의 하위영역 중에서 통합으로 기대되는 결과에 대한 교사신념이 가장 높게 나타났으며, 통합교실의 실제에 대한 교사신념이 가장 낮게 나타났다. 둘째, 통합에 대한 핵심적인 관점, 통합으로 기대되는 결과, 통합교실의 실제에 대한 교사신념을 포함한 전체 통합교육에 대한 교사신념은 장애아동 교육봉사 경험이 있는 중등 예비교사가 장애아동 교육봉사 경험이 없는 중등 예비교사 보다 높은 것으로 나타났다. 그리고 장애아동 교육봉사 경험이 없는 중등 예비교사보다 일정기간의 교육봉사 기간을 경험했던 중등 예비교사가 통합에 대한 교사신념이 높은 것으로 나타났다. 중등 예비교사의 장애아동 교육봉사 경험의 기관과 참여유형에 따른 통합교육에 대한 교사신념은 차이가 없는 것으로 나타났다. 셋째, 성별에 따른 중등 예비교사의 통합교육에 대한 교사신념은 차이가 없으며, 교육대학원에 재학 중인 중등 예비교사가 학부에 재학 중인 중등 예비교사보다 통합에 대한 핵심적인 관점에 대한 교사신념과 통합교육에 대한 교사신념 전체가 높은 것으로 나타났다. 그리고 비사범계열의 교직을 이수하고 있는 중등 예비교사가 사범대학과 사범계열에서 교직을 이수하고 있는 중등 예비교사보다 통합교육에 대한 핵심적인 관점에서 교사신념이 더 높은 것으로 나타났으나, 통합으로 기대되는 결과와 통합교육의 실제에 대한 교사신념, 통합교육에 대한 교사신념 전체에서는 교직이수 구분에 따른 통합교육에 대한 교사신념은 차이가 없는 것으로 나타났다.

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.

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.

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.

대학 독서교육과 중등 독서교육의 연결 방안 모색 -통합플랫폼의 활용-

김성연 국제어문학회 2024 국제어문 Vol.- No.102

중등교육과 고등교육 사이에 ‘중등교육 연계프로그램’, ‘고교학점제’ 등 ‘후기중등 교육’이라고 부를 만한 프로그램이 속속 등장하고 있다. 그리고 완전히 분리되었던 중등교육과 고등교육은 평생교육 체계 안에서 유기적으로 연결되며 새로운 관계를 맺고 있다. 따라서 고등교육은 과거와 달리 ‘전단계’ 중등교육의 성공과 실패를 살펴보고 ‘다음 단계’로서의 교육을 계획할 필요가 있다. 하지만 중등교육과 고등교육의 유기적 관계에 관심을 둔 연구를 찾아보기 힘들다. 이 연구는 대학 교양교육 분야의 독서교육을 ‘중등 - 후기 중등 - 고등 교육’으로 이어지는 연속 구간의 일부분으로 보고, 대학독서교육 프로그램을 개발하기위해서는 초ㆍ중등교육 과정 및 시스템 파악이 선행되어야 한다는 문제의식에서출발하였다. 대학 진학 전 학습자들이 받아온 중등교육과정의 독서교육 실태를파악하고 해당 학습자들을 대상으로 어떻게 대학의 독서교육을 도모할 것인지탐구하고자 한다. 본론에서는 우선 대학교양교육에서 독서교육의 의미는 무엇이며 독서교육이어떻게 이루어져왔는지 살펴보았다. 다음으로 중등교육과정 독서교육의 현황을두 가지 측면에서 파악하였다. 먼저 중등교육과정에서 ‘독서’ 교과의 맥락과 운영방식을 탐구하였고, 다음으로 초ㆍ중등교육과정에서 운영하고 있는 독서교육 플랫폼의 등장과 변화과정을 탐구하였다. 결론에서는 독서교육에서 중등교육과 고등교육의 유기적 연결이 필요한 이유를 찾고 연결 방안을 모색해보았다. Post-secondary education programs are emerging between secondaryand higher education, and each curriculum is organically linked on thelifelong education system. Secondary and higher education, which usedto be separated, are forming a new relationship between the previousand next stages of education. If so, higher education, unlike in thepast, must examine the success or failure of secondary education,which is the previous stage of education, and plan the next stage. However, few studies have focused on the organic relationship betweensecondary and higher education. This study approaches reading education in the field of universityliberal arts education as part of the section that runs throughoutsecondary - upper secondary - higher education. Furthermore, todevelop a university reading education program, it is necessary to firstunderstand the elementary and secondary education curriculum andsystem. This study investigates the current state of reading education insecondary education received by learners before entering university andexplores how to provide reading education to these learners atuniversities. In the main text, we first examine the meaning of reading educationin university liberal arts education and its implementation. Next, weexamine the current status of reading education in secondary educationfrom two perspectives. We first explore the history and operationmethod of the ‘reading’ subject in secondary education and then theemergence and changes in the reading education platform operated inprimary and secondary education. Lastly, we look into the reasons why an organic connection betweensecondary and higher education is necessary in reading education andexplore ways to connect them.

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.

중등 체육교사의 통합체육수업에 대한 인식 분석을 통한 개선 방안 탐색

윤진주,박종률 한국특수체육학회 2024 한국특수체육학회지 Vol.32 No.3

본 연구의 목적은 일반 학교 현장에서 이루어지고 있는 중등 체육교사의 통합체육수업에 대한 인식을 분석하고 이를 통해 통합체육수업의 개선 방안을 탐색하는 것이다. 이를 위해 중등 체육교사 46명을 대상으로 자신이 경험한 통합체육수업에 대해 개방형으로 답하도록 하였고, 각 범주로 분류된 응답 내용은 Excel 프로그램으로 빈도와 백분율을 산출하였다. 연구 결과는 첫째, 대부분의 중등 체육교사는 특수교육 대상학생들을 매년 지속적으로 지도하고 있었으며, 지적장애 학생들을 가장 많이 만나는 것으로 드러났다. 둘째, 많은 중등 체육교사들은 통합체육수업 시 교수・학습 방법을 가장 많이 고려하는 것으로 나타났다. 셋째, 통합체육수업의 어려움으로는 통합체육수업 요인, 특수교육 대상학생의 개별 특성적 요인, 체육교사 내적 요인 등이 보고되었다. 넷째, 성공적인 통합체육수업을 위해 필요한 노력으로는 통합체육수업을 위한 환경적 지원이 절실한 것으로 도출되었다. 이러한 연구 결과를 바탕으로 통합체육수업에 대한 인식 개선의 필요성과 통합체육수업 지원 방향에 대해 논의하였다. 성공적인 통합체육수업을 위한 후속 연구로 통합체육수업 실천을 위한 중등 체육교사의 역량모델 개발, 학교체육에서 통합체육 지원모델 개발을 제안하였다. This study aims to analyze secondary physical education teachers' perceptions of inclusion in physical education classes taught in general schools and explore ways to improve inclusion in physical education classes. For this purpose, data were collected through an open-ended questionnaire targeting 46 secondary physical education teachers, and the responses were analyzed. The study results were, first, that most secondary physical education teachers continued to teach students with disabilities every year and that they met students with intellectual disabilities the most. Second, many secondary physical education teachers considered teaching and learning methods the most when teaching inclusion physical education classes (IPEC). Third, the difficulties in the inclusion of physical education classes were reported to include factors of inclusion of physical education classes, individual characteristics of students subject to special education, and internal factors of physical education teachers. Fourth, it was revealed that environmental support for inclusion in physical education classes is desperately needed as a necessary effort for successful inclusion in physical education classes. This underscores the urgency of the situation. Based on these research results, the need to improve awareness of inclusion in physical education classes and the direction of support for inclusion in physical education classes were discussed. As a follow-up study for the successful inclusion of physical education classes, we proposed developing a competency model for secondary physical education teachers to practice the inclusion of physical education classes and the development of an inclusion physical education support model in school physical education.

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.