초임 특수학급 교사들이 경험하는 수학과 지도의 어려움과 교사교육에 대한 인식

Abstract

This study on special education training for new teachers is two fold. One aspects to address difficulties in teaching mathematics to special need students. The other explores the problems in training new special education teachers ‘how to’implement effective teaching strategies for mathematics in the special needs classroom. The subjects were 8 special education teachers (4 elementary and 4 secondary) who have been working for less than two years, and the methodology was focus group interview. The contents of interview were transcribed, coded, and then analyzed. The difficulties in mathematics lesson were as follows: 1) At the lesson planning step, special education teachers presented the trouble in students’current level evaluation, the lack of expertise in mathematics education, and the difficulties in setting annual planning and objectives for individualized education. 2) At the lesson implementing step, special education teachers posed the lack of knowledge in teaching, learning, and teaching strategies, the difficulties in level-based lesson and time allotment, the shortage of educational materials, and the insufficient time to prepare educational materials and teaching tools. 3) At the lesson evaluating step, special education teachers had difficulty in objectively evaluating students’mathematics achievement because of the large individual differences. For the better mathematics lesson, the subjects wanted to ameliorate both the pre- and in-service training. First, to enhance the pre-service mathematics education for children with disabilities, there should be change in the curriculum of pre-service training in the university. Also, special education teachers proposed that the procedure of teacher qualification be strengthened. Second, the subjects recommended in-service training which were based on real case and problem-solving scenarios. They suggested the collaboration of special education teachers with regular teachers as well.