정신지체 특수학교 직업교사의 전문수행능력에 대한 인식

Abstract

The purpose of this study is to investigate vocational education instructors' recognition about ability of professional performance in special school for student with mental retardation. To accomplish of this purpose, a questionnaire was administered to 204 vocational education instructors in 40 special schools for student with mental retardation. The results of this study are as follows: First, vocational education teachers' levels of recognition about ability of professional performance are high overall in special school for student with mental retardation, and looking over sub-areas of ability of professional performance, understanding of learners, teaching strategies, cooperation, basis on vocational education, assessment, and professional development are highly recognized in that order. Second, looking over vocational education instructors' levels of recognition about ability of professional performance according to their background variable(gender, types of school, types of working, positions, teaching career, and qualifications) in special school for student with mental retardation, instructors in private schools according to types of school, of regular worker according to types of working, of director of teacher according to types positions, with more than 5 years of teaching career according to teaching career, and with qualification of special education-vocation according to qualifications have more positive recognition about total or each area of ability of professional performance than others.