일반학교 특수학급에 배치된 초임 특수교사의 교직사회화 과정 연구

Abstract

The purpose of this study was to describe the occupational socialization of beginning special education teachers who were served in elementary schools. In order to pursue the study purpose, a review of literature and an ethnographical interview were made with 15 teachers who had served in chonnam elementary schools. The findings of the study were as follows; First, beginning special teachers who were served in elementary schools experienced conflicts between the idealistic view and the realistic view of teaching profession. Teachers' view of idealistic teaching profession was transformed with their service area. Second, when beginning special teachers who were served in elementary schools got into school, they attempted to draw a sharp line between general education and special education. Their attempts were understood as strategies for getting their identities of special education teachers. Third, beginning special teachers who were served in elementary schools considered their specialties should be strengthened in order to wipe out general teachers' skeptical view on the educability for the disabled. Fourth, in the process of formation of their specialties, beginning special teachers who were served in elementary schools were favorably influenced by the outside special education teachers. Fifth, beginning special teachers who were served in elementary schools made used of the strategy of concession in order to adapt themselves to mainstream school culture. In conclusion, the occupation socialization of beginning special education teachers who were served in elementary schools could be understood as a process of special teachers' struggles against the general teachers centered teaching profession culture.