특수교사가 지각하는 기간제 특수교사 이미지 연구 (An Analysis of Contracted Special Education Teacher’s Image Perceived by Special Education Teachers)

서지정보

· 발행기관 : 한국통합교육학회
· 수록지 정보 : 통합교육연구 / 11권 / 2호 / 79 ~ 104페이지
· 저자명 : 김한샘, 김라경

초록

본 연구는 Q방법론을 통하여 특수교사가 지각하는 기간제 특수교사에 대한 이미지를 유형화하고 각 인식유형의 특성을 살펴보았다. 이를 위하여 특수교사 12명을 대상으로 반구조화 면담을 실시하였으며, 기간제 교사와 관련된 선행연구를 분석하여 일차적으로 약 300개의 Q-모집단을 추출하였다. 추출된 Q모집단은 적절성과 내용 타당도를 확인하여 최종적으로 40개의 Q-표본으로 추출한 후 P표본으로 선정된 30명의 특수교사에 주관적 동의정도를 7점 척도로 분류하고 통계 프로그램(PQMethod)을 통해 요인분석 하였다. 연구결과, 특수교사가 지각하는 기간제 특수교사의 이미지에 대한 유형을 분석한 결과 4가지 유형으로 분류되었다. 제 1유형은 ‘학생중심의 책임감 있는 실천가’, 제 2유형은 ‘관계형성에 어려움을 겪는 이론가’, 제 3유형은 ‘업무의 한계가 불명확한 도우미’, 제 4유형은 ‘소극적이고 미숙하지만 착한 신참내기’로 구분되었다. 본 연구결과는 기간제 교사의 이미지 제고 및 교사양성 프로그램을 위한 정책적 제언을 제공하는데 기초적 자료가 될 것으로 보인다.

영어초록

The purpose of this study was to investigate types of images of contracted special education teachers perceived by special education teachers and to analyze each type’s characteristic. Around 300 Q-samples were extracted by conducting semi-structured interview of 12 special education teachers and analyzing previous research about contracted teaches. 40 Q-classifications were selected after testing validities of questions and contents from the Q-samples. Selected Q-classifications were carried out on the image of contracted special education teachers from 30 special education teachers who were objects of this study. The results shows that images of contracted special education teachers perceived by special education teachers were classified as 4 types. The first type was “Student-centered practitioners with responsibility”, second “Assistant with unclear work limitations”, third “Theorists with difficulty in relationships”, and fourth “Good but passive and immature newcomer.” Type 1 contracted special education teachers are considered as they care their students the most, and do their best at work. Type 2 teachers are considered unclear in their limits of work due to unfair divisions of work, and also show the perceptions of their social status is lower than special education teachers’. Type 3 teachers are less likely show their emotions, believed as having hard time in building relationship, but generally have plenty of theoretical knowledge. Type 4 teachers are considered as less likely express their own opinion, and lack of the skills needed as a teacher, but they are kind. Therefore, it suggests that practical proposals. such as policy ideas and school life adjustment program for contracted special teachers, are needed.

참고자료

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