영재교육 교원 연수의 중요도와 효과성에 대한 교원의 인식 분석

Abstract

From the establishment of the Promotion Act for the Gifted and Talented Education andEnforcement (Ministry of Government Legislation, 2000), there has been increasing need to havewell-prepared teachers in gifted education. In its early days, the National Research Center for theGifted and Talented Education of Korean Educational Developmental Institute has led the in-servicetraining programs. Based on such early efforts to establish the teacher education system, the Officeof Education at the local level (each province and metropolitan city), universities, and special institutesfor the gifted education has been rapidly expanded and qualitatively developed. This studyadministered a 62 question survey to 2,007 teachers who have participated in formal in-servicetraining programs specializing in gifted or talented education to measure their satisfaction with thein-service training programs and their perceptions of program’s content. The results of the study areas follows: First, the teachers as a whole are highly satisfied with the content of the in-serviceteacher training program for gifted and talented education and have directly applied the coursecontent to their current teaching situations. Second, the in-service program needs to provide courseswhich differentiate teachers who have already successfully completed the basic level training to motivateand develop their professional competencies. Third, the scope or range of gifted educationshould be expanded from its math and science centered programs to include the arts, athletics andeven leadership programs. Forth, the in-service basic course for gifted education should be extendedto teachers in regular schools to help nurture creativity in Korean education. Lastly, to sustain theprogress achieved by the in-service teacher training program in gifted education a set of nation-wide standard of professionalism, curriculum, and assessment should be established.