블렌디드 러닝에서 요구되는 교사 역량에 대한 예비특수교사의 인식: 중요도와 준비도의 차이 분석을 중심으로 = Pre-service special education teachers’ perception of the competencies in the blended learning : The analysis of importance and preparation

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the pre-service special education teachers’ competencies in blended learning. For this study, the list of 4 roles and 23 competencies that are required for special educators in blended learning were drawn from literature review of prior research. Based on the list, the survey was conducted to examine pre-service teachers’ perception of importance and their level of preparedness of the competencies. The results of the study indicated that respondents perceived that analyzing learner’s characteristics was the most important competency while they indicated they were least prepared to utilize various instructional media for the role of instructional designer. For the role of facilitator, they thought that giving appropriate feedback and encouraging student’s participation were the most important competencies but they thought that they were least prepared to provide differentiated interactions with the learners with special needs. For the role of technical supporter, they thought that constructing the unique system and interface to match to the characteristics of disability was the most important competency but they thought they were least prepared to provide differentiated communication methods to the disability type and level. Lastly, for the role of evaluator, the respondents perceived that the most important competency was evaluating the response and satisfaction of the learners but they thought that they were least prepared to establish the appropriate on and off line evaluation. The results of important-preparation analysis indicated that filed of special education need to develop teaching-learning strategy, to differentiate interaction strategy, to construct the system and interface, and to support communication methods that are appropriate for the characteristics of learners with special needs in terms of the competency in blended learning.