멘토 및 수퍼바이저제도를 연계한 교육실습 프로그램이 예비 특수교육교사의 수행능력에 미치는 영향
The Influence of A Practicum Program connected with Mentor and Supervisor Systems on Special Education Student Teachers' Performance Competencies
0
조회
0
다운로드
13
인용
0
참고문헌
키워드
초록
실무능력을 갖춘 특수교육교사를 양성하기 위하여, 본 연구는 지역사회 현장교사의 멘토제도 도입과 지역대학 내 실습수퍼바이저제도 도입을 연계한 협력적인 교육실습 프로그램이 예비 특수교육교사의 수행능력에 미치는 그 영향을 살펴보고자 모색하였다. 연구대상은 충청지역대학 내 특수교육과 2학년에 재학 중인 예비 특수교육교사 27명이 대상이었으며, 설문조사의 분석결과 (1) 지역사회 현장교사와 대학이 연계한 협력적인 교육실습 프로그램의 실시 후, 예비 특수교육교사의 수행능력 즉, 특수교육관련 기초지식, 특수아동 특성분석 및 교수방법, 긍정적인 환경지원에 대한 영역에서 유의미하게 긍정적인 방향으로 변화된 것으로 나타났으며, (2) 세부항목 중 통계적으로 유의미한 차이를 보이지 않은 항목은 학생관련 정보와 학교관련 기밀사항에 대하여 비밀을 보장할 수 있는 능력과 관련된 항목으로, 본 실습프로그램 실시 전부터 연구대상자들이 그 필요성에 대한 인식정도를 높게 평가한 결과 때문인 것으로 밝혀졌다. 결론을 통하여, 지역사회 현장교사와 대학이 연계한 협력적인 교육실습 프로그램의 정착을 위하여 실제적이고 정책적인 개선방안을 실무-중심형 특수교육교사 양성과정의 측면에서 논의하였다.
Abstract
In order to produce competent special education teachers, the present study designed to examine the influence of a teacher training practicum program on special education student teachers' performance competencies by introducing active special education teachers as mentors within a local community and introducing supervisors within a local university. A total of 27 special education student teachers who were sophomore in a department of special education within Choongchung school district served as participants of the study.As results of our survey's data analysis, we found that (1) after the implementation of the collaborative practicum program connected with active mentors and supervisors within the local community, there were positively significant effects on special education student teachers' performance competencies including foundation knowledge related on special education, analysis of special education students' characteristics and instructional strategies, and positive learning environment support; and (2) one sub-item including abilities to maintain confidential communication about students and school related informations, did not show significant effects because the research participants rated high scores on the needs of those skills even before implementing the practicum program.In conclusion, this study discusses practical and political implications for the directions and concerns of practice-based special education teacher preparation program to establish an collaborative teacher training practicum program connected with special school mentors and university supervisors within a local community.
참고문헌 (17)
- 백유순, "유아특수교육교사 양성대학 「현장실습」과목의 효율적 운영을 위한 멘토링 모형 개발 연구", 유아특수교육연구, 5(2), pp.48~87 (2005), 한국유아특수교육학회
- 정정진, "특수교사 양성체제의 발전방향", 한국교원교육연구, 19(1), pp.83~112 (2002), 한국교원교육학회
- 황복선, "미국내 특수교육과 개설대학 교육과정 내용 분석", 특수교육학연구, 40(3), pp.249~268 (2005), 한국특수교육학회
- Burstein, N. D., "Preparing on-the-job teachers for urban schools : Implications for teacher training", Teacher Education and Special Education, 21(1), pp.47~62 (1998)
- Coderman, G., "A select method to certify special education teachers", Kappa Delta Pi Record, 36(1), pp.16~18 (1999)
- Council for Exceptional Children., "What every special educator must know: Ethics, standards, and guidelines for special educators" (2003), Council for Exceptional Children
- Edelen-Smith, P., "The alternative basic certification program in special education", Teacher Education and Special Education, 19(4), pp.313~330 (1996)
- Heller, K. W., "A national perspective of competencies for teachers of individuals with physical and health disabilities", Exceptional Children, 65(2), pp.219~234 (1999)
- Jenkins, A. A., "Partnerships for dual preparation in elementary, secondary, and special education programs", Remedial and Special Education, 23(6), pp.359~371 (2002)
- Maheady, L., "Preparing teachers for instructing multiple ability groups", Teacher Education and Special Education, 20, pp.322~339 (1997)
- McDermott, P., "The influence of classroom practical experiences on student teachers thoughts about teaching", Journal of Teacher Education, 46(3), pp.184~191 (1995)
- Munby, H., "Using experience to prepare teachers for inclusive classrooms : Teacher education and the epistemology of practice", Teacher Education and Special Education, 21, pp.75~82 (1998)
- Nowacek, E. J., "A pilot project investigating the influence of a collaborative methods course on preservice elementary education teachers", Teacher Education and Special Education, 19, pp.298~312 (1996)
- Rosenberg, M. S., "Alternative certification in special education : Efficacy of collaborative, field-based teacher preparation program", Teacher Education and Special Education, 17(3), pp.141~153 (1994)
- Schumm, J. S., "Meaningful professional development in accommodating students with disabilities: Lessons learned", Remedial and Special Education, 16, pp.343~353 (1995)
- Wade, R. C., "Empowerment in student teaching through community service learning", Theory into Practice, 36(3), pp.184~191 (1997)
- Wright, S., "The alternative route to certification", Techniques, 76(5), pp.24~27 (2001)