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통합체육교사의 통합체육 태도와 수업 실행도 간의 관계 분석

Relation Analysis between Physical Education Teachers’ Attitudes toward Inclusive Physical Education and Instructional Performance

권택환|오원석
한국특수교육문제연구소 (Research Institute of the Korea Special Education)|2015.12|특수교육저널:이론과 실천 (Journal of Special Education: Theory and Practice)|제16권 제4호|pp. 35-57|DOI http://dx.doi.org/10.19049.JSPED.2015.16.4.02

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통합체육통합체육 태도수업 실행도inclusive physical education. instructional performance
주제분류교육학

초록

본 연구는 통합체육 교사의 통합체육 태도에 영향을 미치는 관련 변인을 파악하고, 통합체육 태도와 수업 실행도 간의 관계 모형을 개발하기 위해 수행되었다. 연구대상은통합체육 수업을 담당하는 교사들이며, 연구자의 임의표집방식에 의해 총 252명을 선정활용하였다. 연구도구는 통합체육 태도 척도와 수업 실행 척도를 활용하였으며, 문항 구성의타당도와 신뢰도에 대한 검정 절차를 거쳐 활용하였다. 본 연구의 결과에 따르면 교사들의 통합체육 태도는 인식 및 연수 요구 등의 영역에서는대체로 긍정적이나 지도 효능감은 낮은 것으로 나타났다. 그리고 수업 실행도에 있어서는학생들의 요구를 수용하고 지지적인 노력 정도에 있어서는 양호하나 장애학생의 수업 참여지원을 위한 노력에서는 다소 미흡한 것으로 나타났다. 통합체육 수업 실행도는 통합체육교사들의 지도 효능감과 정적 상관이 있으며, 교사의 지도 효능감은 직접 경험 및 관련연수정도와 정적 상관을 갖는 것으로 나타났다. 이상의 결과들을 중심으로 보면 통합체육의 효율적 운영을 위해서는 통합체육 교사들의지도 효능감을 향상시켜야 하며, 이를 위해 다양한 연수 기회를 제공하고 통합체육 전담교사제 등을 통해 장애학생을 직접 지도할 수 있는 기회를 확대 제공하여야 할 필요성을제언하였다.

Abstract

This study was conducted in order to survey physical education teachers’ attitude toward inclusive physical education and instructional performance and to develop a relation model between the tow factors. For these purposes, 252 teachers in charge of inclusive physical education were sampled through random sampling and data collected from them were used in analyses. Tools used in this study were scales on attitude toward inclusive physical education and on inclusive physical education teachers’ instructional performance, and the items of the scales and their validity and reliability were examined before use. According to the results of this study, the teachers’ attitude toward inclusive physical education was generally positive in the domains of perception, need of training, etc., but not in instructional efficacy. With regard to instructional performance, moreover, the teachers’ efforts to accept and support students’ needs were satisfactory, suggesting that inclusive physical education teachers were making efforts to support disabled students’ class participation. In addition, inclusive physical education teachers’ instructional performance was in a positive correlation with their instructional efficacy, and their instructional efficacy was in a positive correlation with their direct experiences and related training. These results suggest that, for the efficient operation of inclusive physical education, it is necessary to enhance inclusive physical education teachers’ instructional efficacy and, for this, to provide opportunities for various types of training and to expand opportunities to teach disabled students directly through the subject teacher system for inclusive physical education.

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