관찰추천 과정에서 초등학교 교사가 인식하는 영재학생 판별기준과 추천요인 분석 = An Analysis of Elementary School Teachers' Identification Criteria and Nominations of Gifted Students

국문 초록 (Abstract)

초등학교 교사가 중요하다고 인식하는 영재판별의 기준은 무엇일까? 그리고 실제로 영재교육 대상자를 관찰/추천할 때 고려하는 학생의 행동특성은 무엇일까? 이러한 판별 및 추천기준은 교사의 영재교육관련 경험이나 인식수준에 따라 달라질까? 이 연구는 이러한 질문에 대한 해답을 구하고자 시도되었다. 연구를 위해 서울시 11개 교육지원청 소속 초등학교에서 3~6학년을 담당하는 511명의 교사들이 설문에 참여하였다. 분석 결과, 연구에 참여한 전체 초등학교 교사들은 영재판별 기준으로 과제집착력, 창의성, 호기심, 특수영역의 재능 순으로 중요하다고 인식한 반면, 수상실적, 전체학업성적, 리더십, 일반지능의 순으로 중요하지 않다고 인식하는 것으로 나타났다. 영재교육관련 경험이 있거나 인식수준이 높은 교사들은 그렇지 않은 교사들보다 호기심, 과제집착력 등의 동기적 특성과 창의성을 영재판별의 기준으로 더 중요하게 간주하는 것으로 나타났다. 판별기준의 중요도 인식과 실제 학생추천 시 고려도 간의 차이검증 결과, 호기심, 과제집착력 등의 동기적 특성과 특수재능, 창의성 등의 인지적 특성은 영재판별 기준으로 중요하게 인식하는 반면, 실제 추천 시 고려한 정도는 상대적으로 낮았다. 반면, 리더십, 학습능력, 학업성취도, 수상실적은 중요도보다 고려도가 더 높게 나타났다. 판별기준의 중요도-고려도 간 괴리는 영재교육관련 경험자와 무경험자 모두 유사한 패턴을 보여주었지만, 전문성이 부족한 무경험자에게서 더 크게 나타났다. 연구결과는 교사들로 하여금 영재들이 가질 수 있는 다양한 행동특성 프로파일에 대한 인식을 강화하고 상대적으로 관찰이 용이한 특성(학업성취 등)에 대한 과잉 선호를 경계하도록 할 필요성을 제기한다.

다국어 초록 (Multilingual Abstract)

What are the identification criteria elementary school teachers prefer? What are the characteristics of students that teachers consider when nominating them to gifted programs? Will those criteria of identification/nomination differ as to teacher experiences related to gifted education or teacher involvement in the professional development? This study aims to find the answer to these questions. For this purpose, a total of 511 elementary school teachers with a varying degree of experiences with gifted education were recruited from 23 schools in 11 school districts in Seoul. The results show that teachers generally preferred task commitment, creativity, curiosity, and domain specific talents as criteria for identifying gifted students, while perceiving achievement records, total grades, leadership, and general intelligence as less important. Teachers experienced in gifted education or having been involved in professional development perceived curiosity, task commitment, and creativity as more important than teachers without such experiences. The importance-performance analysis of identification criteria indicates that teachers reported high importance on task commitment, curiosity, and creativity, but those factors were less considered in actual nomination. On the contrary, teachers reported low importance on quick learning and achievement(total grades, subject grades), but those were highly considered in nomination. A similar pattern was found in both experienced and nonexperienced teachers although the importance-performance gap was higher for the latter. Implications for teacher nominations and professional development were discussed.

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