VR 기반 교과수업 개발 경험이 예비 특수교사의 미래 특수교육에 관한 인식과 활용 역량에 미치는 영향

허유성(Yu-Sung Heo), 김정연(Jeong-Youn Kim) 부산대학교 지역혁신역량교육연구센터 2025 교육공동체연구와실천 Vol.7 No.4

연구목적: 본 연구는 예비 특수교사를 대상으로 VR 기반 교과수업 개발 경험이 기술 기반 미래 특수교육에 관한 태도와 기술 활용 수업역량(TPACK)에 미치는 효과를 검증하였다. 연구방법: 사전·사후, 실험·통제집단 간 비교 설계를 사용했다. 실험집단은 VR 스포츠실과 Class VR 기기를 활용해 수업을 설계·실행·성찰하는 14시간 프로그램에 참여했고, 통제집단은 기존방식으로 동일 교과를 수강했다. 연구결과: 예비 특수 교사의 기술 기반 미래 특수교육에 대한 태도는 전반적으로 향상되었으며, ‘자신감’과 ‘개방성’에서 실험집단이 유의미한 향상을 보였다. 반면 ‘책임감’, ‘기대감’, ‘윤리성’에서는 통계적으로 유의한 차이가 없었다. TPACK 분석에서는 TK와 TPK는 실험 집단이 통제집단보다 유의하게 높았으나, TCK와TPCK는 차이가 없었다. 논의 및 결론: 기술기반 미래 특수교육에 대한 태도와 TPACK을 변화시키기 위해서는 기술을 수업 맥락에 통합하고, 장기적·심화된 현장 연계형 프로그램과 인식–실천–성찰이 순환되는 특수 교사교육이 필요함을 시사한다. Purpose: The purpose of this study was to examine the effects of a VR-based subject-matter lesson development experience on pre-service special education teachers' attitudes toward technology-based future special education and their Technological Pedagogical Content Knowledge (TPACK). Method: A quasi-experimental pre/post test control group design was employed. The experimental group participated in a 14-hour program involving the design, implementation, and reflection of lessons using VR sports rooms and Class VR devices, while the control group attended the same course in a conventional format. Results: The experimental group showed significant improvements in 'confidence' and 'openness' regarding future special education, though no significant changes occurred in 'responsibility,' 'expectation,' or 'ethics.' In terms of TPACK, this group outperformed the control group in TK and TPK; however, no meaningful differences were observed in TCK or TPCK. Conclusion: The findings suggest that improving attitudes toward technology-based future special education and enhancing TPACK requires authentic, long-term, field-based technology integration in teacher education with continuous cycles of awareness, practice, and reflection.

스스로 저성취로 인식하는 학습자의 학업무기력 유형 및 발달적 궤적과 보호 요인 분석

허유성(Yu-Sung Heo), 김민성(Minseong Kim) 한국학습장애학회 2025 학습장애연구 Vol.22 No.3

본 연구는 스스로 저성취로 인식하는 학습자를 학업무기력 특성에 따라 유형화하고, 유형별 영향 요인을 분석하고, 고3 시기의 자아존중감과의 관계를 탐색하는 것을 목적으로 하였다. 이를 위해 ‘한국 아동․청소년패널조사 2018(KCYPS2018)’ 자료 중 스스로를 학업 저성취자로 인식한 중학교 2학년 및 고등학교 3학년 378명의 응답자를 대상으로 잠재프로파일분석과 전이분석을 실시하였다. 연구 결과, 학업무기력은 안정형, 취약형, 위험형의 세 유형으로 구분되었으며, 중학교 시기에는 부모지지가, 고등학교 시기에는 진로준비가 핵심 보호 요인으로 나타났다. 또한 학업무기력 집단은 발달 단계에 따라 이동성을 보였고, 고3 시기의 유형별로 자아존중감 수준에서 유의한 차이가 나타났다. 본 연구는 학업무기력이 발달적으로 변화가 가능하며, 단계별 차별화된 지원 전략이 필요함을 시사한다. The purpose of this study was to classify learners who perceive themselves as low achievers into distinct types based on their characteristics of academic helplessness, analyze the factors influencing each type, and explore the relationship between these types and self-esteem in the 12th grade. To this end, latent profile analysis and transition analysis were conducted using data from the Korean Children and Youth Panel Survey 2018 (KCYPS2018), focusing on 378 second-year middle school and third-year high school students who identified themselves as low academic achievers. The results indicated that academic helplessness could be categorized into three types: stable, vulnerable, and at-risk. Parental support emerged as a key protective factor during middle school, whereas career preparation was identified as the core protective factor during high school. In addition, the academic helplessness groups showed developmental mobility across stages, and significant differences in self-esteem were found among the types in the 12th grade. These findings suggest that academic helplessness is developmentally malleable and that differentiated support strategies tailored to each developmental stage are needed.

특수교사의 성실실패 경험에 관한 질적 연구

허유성(Heo Yu-sung), 김정연(Kim Jeong-youn), 김나연(Kim Na-yeon) 한국특수교육교과교육학회 2018 특수교육교과교육연구 Vol.11 No.3

This study was to explore the cognizance of special education teachers on an honorable-failure. 15 teachers were subjected FGI two times for this purpose. Interviews were conducted to analyze the teachers’ perceptions based on the experiences and the cases of successes and failures. Collected data of shared experiences and cases among the participants were investigated. As a result, 4 ultimate themes and 21 sub themes were drawn. The 4 subjects are as followed: (1) individual variables and (2) external variables affecting successes and failures, (3) the cases of the honorable-failure experienced by special education teachers, (4) efforts to overcome an honorable-failure. In the conclusion, procedures of becoming a good teacher, after overcoming an honorable-failure, were examined based on the analysis of faithful, but failed teaching experiences of special education teachers and reflective thinking about those experiences. In the discussion, supportive measures for a teacher who have a ‘sincerity’ to become a competent and great special education teacher in the field were suggested.

예비 특수교사의 전공 선택 만족도에 영향을 미치는 초중고 시기 진로결정 영향 요인 탐색

허유성(Heo Yu Sung), 김정연(Kim Jeong Youn) 한국통합교육학회 2018 통합교육연구 Vol.13 No.2

Currently, it is becoming important to acquire and train good pre-service special education teachers to improve the quality of special education. The purpose of this study was to investigate the satisfaction of major selection and the factors influencing on career decision in school age. A total of second and third grade 121 pre-service special education teachers were surveyed. Hierarchical multiple regression analysis was applied for data analysis. Additional path analysis was conducted among the four significant factors affecting the satisfaction of the major selection. According to the results, first, the regression model of this study explained about 51% of the satisfaction of the major selection. Second, self-directed decision making, family support, job value recognition, and employment rate were statistically significant variables in the selection of major. Third, additional regression analysis were conducted for the four statistically significant variables. Fourth, according to the path analysis among four variables, the direct and indirect effects including total effect were presented. The educational implications of this study were discussed.

잠재프로파일분석을 통한 성실․실패형 특수교사의 구성비율 및 특성 분석

허유성(Yu-Sung Heo), 김정연(Jung-Yeon Kim) 한국학습장애학회 2020 학습장애연구 Vol.17 No.1

The purpose of this study was to investigate the existence of ‘Honorable Failure Type’ special education teachers including their ratio and characteristics. This study analyzed data from 274 in-service special education teachers who participated in surveys nationwide. We used the latent profile analysis method to find out the percentage of the ‘Honorable Failure Type’ special education teachers. In addition, we conducted a crosstabs analysis to find out whether there was a difference in teachers types based on sincerity-failure by teacher related variables. The results of this study were as follows: First, the model classified into three groups of sincerity and success was most appropriate. In the case of sincerity, group classification accuracy was 90.5% ~ 91.6% and success was 89 ~ 93.7%. Sincerity-success were classified into three groups: sincerity and failure type (25.1%), sincere and success balanced type (66.8%), and reverse type (8%). As a result of crosstabs analysis, it was found that there was no difference in teacher variables between groups.

중학교 저성취 학생의 가정 내 부모자녀 간 대화 분석:

허유성(Heo Yu Sung) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.8

This study analyzed the dialogues among parents and children to show the daily life of low-achieving children at home. For this, 20 parent-child pairs participated in this study. Dialogue data were collected from September, 2013 to July, 2014. The dependent variables included the dialogue participation rate of parents and children, the morpheme-based word frequency, the ratio of positive to negative affections, and the low-achieving students’ characteristic of dialogues according to their happiness levels. This study used the transcripts of parents-children dialogues recorded after school by themselves. According to the key results, first, the amount of parents’ spells was 2 times more than those of their children. Second, according to the noun analysis, low-achieving students used ‘teacher’ most, however, the high-achieving students talked ‘private educational institute’ most. Second, the overall ratio of positive to negative affection were 43.5% and 56.5%. In case of low-achieving students, positive affection, 58.1%, was slightly higher than negative affection. The high-achieving students’ results contrasted sharply with low-achieving students’ ones. The negative ratio was 63.5%. Finally, this study analyzed the dialogue based on low-achieving students’ happiness level. According to the results, the less-happy students’ ratio of dialogue participation compared with their parents was higher than that of more-happy students. However, the more-happy students showed more total amount of dialogues.

기술 기반 미래 특수교육에 대한 특수교사의 태도 및 수업 역량진단 간편 도구 개발 및 타당화

허유성(Yu-sung Heo),김정연(Jeong-youn Kim) 한국특수교육교과교육학회 2024 특수교육교과교육연구 Vol.17 No.4

이 연구의 목적은 특수교사 및 예비 특수교사 대상의 기술 기반 미래 특수교육에 관한 연수 및 교육프로그램의 실행 효과를 측정하는 데 활용할 수 있는 간편 검사 도구를 개발 및 특수교육 맥락에 맞게 타당화하는 것이다. 도구 개발을 위해, 첫째, 선행연구 분석을 통해 하위 요인과 예비 문항을 추출하여 전문가 및 현직 교사 대상으로 내용 타당도 검토 과정을 거쳤다. 둘째, 현직 특수교사 166명을 대상으로 두 검사 도구를 활용한 설문조사를 실시하였다. 주요 연구 결과를 보면, ‘기술 기반 미래 특수교육에 대한 특수교사의 태도 검사’는 5개 하위 요인으로 15문항으로 구성되었다. TPACK은 테크놀러지 관련 요인만을 대상으로 4개 하위 요인, 12문항으로 최종 도출하였다. 두 검사 모두 타당도와 신뢰도는 양호한 수준으로 나타났다. 이후 두 검사를 통해 현 특수교사의 태도 수준과 TPACK 역량을 진단하였다. 분석 결과, 특수교사의 자신감이 상대적으로 낮게 나타났으며, 태도에 비해 TPACK 역량이 전반적으로 높지 않았다. 교사 변인에 따라 차이가 있는지 알아본 결과, 연수경험과 학위과정 경험이 긍정적인 영향을 미치는 것으로 나타났다. 논의에서는 교사 및 예비교사 교육에 주는 시사점을 제시하였다. The purpose of this study was to develop and validate a short assessment tool for the context of special education, enabling the measurement of the implementation effectiveness of training and educational programs on technology-based future special education for special education teachers and pre-service teachers. For tool development, the process included followings. First, extracting sub-factors and preliminary items through an analysis of prior studies and conducting a content validity review with experts and in-service teachers, second, conducting a survey using two assessment tools with 166 in-service special education teachers. The key findings indicate that the “Attitude Test for Special Education Teachers toward Technology-Based Future Special Education” comprises 15 items across five sub-factors. The TPACK test, focusing on technology-related factors, resulted in a final version with 12 items across four sub-factors. Both tools demonstrated satisfactory levels of validity and reliability. Subsequent evaluations using these tools assessed current attitudes and TPACK competencies of special education teachers. The analysis revealed relatively low confidence levels among teachers, and their TPACK competencies were generally lower than their attitudes. An analysis of differences based on teacher variables showed that training experience and advanced degree program experience positively influenced outcomes. The discussion provides implications for the education and training of in-service and pre-service teachers.

특수학교 교사는 하루를 어떻게 보내는가?

김정연(Kim Jeong Youn), 허유성(Heo Yu Sung) 한국열린교육학회 2019 열린교육연구 Vol.27 No.3

This study is an exploratory analysis of how the special education teachers in special schools spend their daily routines. A total of 18 special education teachers including six male teachers (33.3%), 12 female teachers (66.7%) participated in this study. This study was conducted to investigate the main teaching activities in school and out of school for 12 weeks by total record method of 18 special education teachers twice a week and every 10 minutes. The daily activities of special education teachers were divided into five areas. According to the results, first, 61.5% of the time spent on personal initiative activities (class, preparation of class, IEP/evaluation, life guidance, in-service program, etc.) was the highest. Class preparation time was 6.1%. The ratio of collaborative activities (faculty meetings, peer councils, and parent consultations) was 4.7%, and administrative and public service was relatively high at 15.9%. Personal work and rest were 21.1%, and others 8.6%. Second, there were differences in some activities according to the main variables of special education teachers. Administrative tasks have been high for more than 10 years among special education teachers, non-teachers, general managers, and middle school teachers. Third, administrative workload negatively affects fundamental teaching activities, especially class preparation. In the discussion, the impacts of excessive time spent on class and life guidance, the problems of lack of time spent on class preparation and IEP/assessment, need to increase teacher-to-teacher collaboration and community activities, the negative impacts of short breaks, the relationship in time between fundamental educational activities and administrative tasks, and the educational implications considering the differences in teacher related variables were included.

소리-기호 간 연결 강화 중재가 읽기부진 학생의 읽기 유창성 및 과제회피 행동에 미치는 효과

양지숙(Jee-Sook Yang), 허유성(Yu-Sung Heo) 조선대학교 교과교육연구소 2020 미래교육현장연구 Vol.41 No.2

This study analyzed the effect of Saussure s linguistic semiotics-based sound-symbol linking enhanced strategy on reading fluency and task avoidance behaviors in poor reading students who are not able to understand Korean. The effects were analyzed by applying a multi-baseline design among 3 participants in the first grade students who did not understand Korean. The experiment was conducted from baseline to maintenance for about 1 month. According to key results, first, reading fluency of students with poor reading who participated in the study improved. The average PND during intervention phase was 82.22. It was found that the fluency of students improved rapidly after the middle period rather than at the beginning of the intervention. Second, students with poor reading participated in task avoidance behavior decreased. The average PND during intervention phase was 95.56%, higher than reading fluency. This study is meaningful in that it applied the creative combination of Saussure s linguistic semiotics theory, a signfiant and a visual image, as a strategy of strengthening the connection between phonemes and texts and verified the effect.

예비특수교사의 AI⋅디지털 역량에 대한 인식 및 우선순위 분석

나경은(Kyong-Eun Na),허유성(Yu-Sung Heo),서유진(You-Jin Seo) 한국학습장애학회 2024 학습장애연구 Vol.21 No.1

본 연구는 예비특수교사를 대상으로 AI⋅디지털 역량에 대한 인식을 조사하고 AI⋅디지털 하위역량별 중요도와 실행도를 분석함으로써 우선순위를 도출하는 것을 목적으로 하였다. 연구의 목적을 달성하기 위해 AIEDAP 프로젝트를 통해 개발된 예비⋅현직 교원의 AI⋅디지털 역량체계를 활용하여 95명의 예비특수교사들에게 설문조사를 실시하였다. 자료 분석을 위해 IPA 분석과 Borich 요구도를 산출하였으며, LF 모델 분석을 실시하였다. 연구결과, 첫째, 예비특수교사의 AI⋅디지털 역량에 대한 인식은 초급에서 중급 수준으로 나타났으며, 수업실행 하위영역의 역량에 대한 인식 수준이 다소 낮게 나타났다. 둘째, LF 모델 분석 결과, HH영역에 위치하고 높은 Borich 요구도를 보인 우선 순위군에 해당하는 요구역량은 총 8가지로 나타났다. 셋째, 우선순위가 높은 역량들은 주로 교육실천 영역에 해당했고, 특히 교육맥락분석, 수업 실행역량 영역에서 많이 나타났다. 연구결과의 시사점을 예비특수교사의 AI⋅디지털 역량 수준에 대한 진단, AI⋅디지털 역량 제고를 위한 프로그램의 필요성 및 프로그램 구성 시 고려사항을 중심으로 제시하였다. 연구의 제한점과 함께 추후 연구를 위한 제언이 논의되었다. The purpose of this study was to derive priorities by investigating the awareness of AI⋅digital competencies for pre-service special education teachers and analyzing the importance and performance of each AI⋅digital sub-competence. To achieve the purpose of the study, a survey was conducted on 95 pre-service special education teachers using the AI⋅digital competence system of pre-service and in-service teachers developed through the AIEDAP project. IPA analysis was performed for data analysis, Borich needs analysis was calculated, and LF model analysis was performed. Results were as follows; First, the AI⋅digital competencies of pre-service special education teachers were shown to be at the beginner or intermediate level, and the competencies in the areas of teaching performance were somewhat low. Second, as a result of the LF model analysis, there were 8 required competencies in the highest priority group that were located in the HH quadrant and showed high Borich needs. Third, high-priority competencies mainly corresponded to education practice areas, especially, the areas of education-context analysis and teaching performance. The implications of the research results were discussed focusing on the diagnosis of the AI⋅digital competencies of pre-service special education teachers, the necessity of programs to enhance AI⋅digital competencies, and considerations when constructing programs. The limitations of the study and suggestions for future research were discussed.