특수교사의 교육과정 재구성 관련 내적 변인에 관한 구조 관계 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the structural relationship between curriculum literacy pedagogical beliefs, teaching expertise, and curriculum restructuring, which are internal variables that influence curriculum restructuring, by dividing the population of special teachers who mainly apply the basic curriculum into special schools and special classes. To fulfill these research objectives, the following research questions were set.
[Research Question 1] What are the factors and items of a scale related to variables that influence curriculum reconstruction for special education teachers?
[Research Question 2] What are the structural relationships among variables that influence special education teachers' curriculum reconstruction?
2-1 How will curriculum literacy impact special educators' instructional expertise?
2-2 How do educational beliefs affect special educators' instructional expertise?
2-3 How will instructional specialization affect the restructuring of curriculum for special education teachers?
2-4 How will curriculum literacy influence curriculum restructuring through the lens of instructional expertise?
2-5 How will pedagogical beliefs influence curriculum redesign through the mediation of teaching expertise?
[Research Question 3] What are the results of the comparison of latent means between the special school and special classroom teacher populations?
A literature analysis and Delphi survey were conducted to solve [Research Question 1], and a structural equation model was utilized to solve [Research Question 2]. To solve [Research Question 3], we performed latent mean analysis.
As a result of [Research Question 1] of this study, the Curriculum Literacy Scale was divided into three sub-factors: Recognizing Curriculum(5 items) as a sub-factor of Understanding Curriculum. Knowing the curriculum structure(5 items) and knowing the meaning of the curriculum(5 items) were derived as sub-factors of the using the curriculum domain, and interpreting the curriculum(5 items), expressing the curriculum(5 items), and criticizing the curriculum(5 items) were derived as sub-factors of the using the curriculum domain. The teaching beliefs scale was derived as follows: teaching beliefs(3 items), learner beliefs(5 items), and teacher-learner beliefs(5 items). The Teaching Expertise Scale is composed of teaching knowledge(5 items), teaching practice(4 items), and teaching attitudes(6 items). The curriculum redesign scale was derived from understanding curriculum redesign(3 items), designing curriculum redesign(3 items), implementing curriculum redesign(4 items), curriculum redesign expertise(5 items), and evaluating curriculum redesign(5 items).
The results of [Research Question 2] of this study showed that 2-1 Curriculum literacy has a positive effect on special education teachers' instructional expertise. 2-2 Educational beliefs have a positive effect on special education teachers' instructional expertise.
2-3 Instructional specialization was found to have a positive(+) effect on special educators' reorganization of classroom curriculum.
2-4 Curriculum literacy was found to have a positive(+) effect on curriculum restructuring, mediated by instructional expertise.
2-5 Teaching beliefs were found to have a positive(+) effect on curriculum reorganization, mediated by teaching expertise.
The results of [Research Question 3] of this study showed that the difference in latent means between the special school and special classroom teacher groups was not significant when comparing latent means between the special classroom and special school groups.
Based on the results of this study, we discussed the development of a scale of internal variables affecting curriculum reorganization of special teachers, the analysis of structural relationships, and the comparison of latent means between special schools and special classroom groups.