통합교육 담당교사 자질에 대한 교사들의 인식 (Teachers' Perceptions About Qualities of Inclusive Educators)

서지정보

· 발행기관 : 한국교원교육학회
· 수록지 정보 : 한국교원교육연구 / 27권 / 4호 / 71 ~ 96페이지
· 저자명 : 권현수

초록

본 연구는 통합교육 담당교사가 갖추어야 할 자질로 제안되고 있는 능력 기준에 대한 교사들의 인식을 확인하려는 목적에서 진행되었다. 특수학교와 일반학교 교사 292명을 대상으로 설문을 통해 교사들의 인식을 살펴본 결과, 교사들은 모든 영역의 능력이 통합교육 담당교사에게 필요하다고 인식하고 있었고 스스로 보통수준의 능력을 갖추고 있다고 답하였으며 통합교육 담당교사들은 자신들보다 높은 수준의 능력을 갖추어야 한다고 생각하는 것으로 나타났다. 특수교사이거나 유치원 또는 초등학교 교사의 경우 통합교육 담당교사 자질로 제안된 능력의 필요성을 높게 인식하고 있었고 특수교사이거나 경력이 많고 대학원 이상의 학력을 가졌거나 통합관련 연수 경험이 있는 경우 자신의 능력에 대해 높게 평가하고 있었다. 분석 결과를 토대로 통합교육에 관한 이해도가 높고 경력이 많은 교사가 통합교육 담당교사로서 바람직하다고 언급하면서 조건에 따라 통합교육 담당교사에게 요구되는 자질이 다르다는 점을 고려하여 다양한 맞춤형 교육기회 제공 등을 통해 통합교육 담당교사의 전문성을 향상시켜야 함을 주장하였다.

영어초록

The purpose of this study was to inform teachers' perceptions about the most important abilities for successful inclusive educators as well as teachers' beliefs about their abilities as an inclusive educators based on inclusive educators' ability standards. Based on the INTASC standards for inclusive educators and other guidelines for inclusive educators from the former studies, the questionnaire was composed of 35 items in 10 areas. Two hundreds and ninety two teachers responded to a questionnaire about (1) their opinions about how important it is as an inclusive educators' abilities and (2) their perceptions about their own abilities as an inclusive educators. The results revealed that teachers believed that they possessed average level of abilities as inclusive educators and effective inclusive educators should be more knowledgeable than themselves to manage an inclusive classrooms successfully. Also, abilities to manage classroom environments and build positive behavioral support were the most important for inclusive educators as well as understanding individual differences and collaboration. As a conclusion, it was suggested that it was important to provide various opportunities for inclusive educators to study about student evaluation, curriculum adaptations, as well as educational plans for inclusive environments to improve the inclusive educators' teaching qualities. Also there should be more specific guidelines (considered many different conditions such as instructional levels, characteristics of disabilities of students, and school environments) to support inclusive educators more effectively because their needs were vary and individualized.

참고자료

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