지적장애 특수학교 및 특수학급에 근무하는농인 교원의 교직수행 경험에 대한 연구

Abstract

The purpose of this study is to investigate the performance experiences of teaching profession from deaf teachers who work for special schools and special classes for students with intellectual disabilities special schools and special classes. In order to achieve the purpose of the study, deaf teachers belonging to ‘D association of like-minded persons’ were selected as research subjects. Five interviewees who agreed to the in–depth interviews were interviewed to understand their working environment, student guidance, administrative affairs, human relations, and professional development through in-depth interviews. The results of this study are as follows: First, the most difficult part of deaf teachers was communication. Second, in the student guidance centered on class, the deaf teacher were more required the time and amount for the class preparation than the normal colleagues, and they were most dependent on the lecture class because of the limitation of communication with the students. Third, in the experience in taking responsibility for administrative work, deaf teachers of special classes were in charge of homeroom tasks, but deaf teachers of special schools were fundamentally excluded from the homeroom tasks. Fourth, deaf teachers did not maintain a good relationship with school administrators, fellow teachers, and assistant teachers in terms of human relationship experience. Fifth, deaf teachers are most likely to take remote training through computer in order to improve their professionalism. As a result of the survey, I suggested a change in the negative perception of deaf teachers and the establishment of institutional measures related to teaching profession. Based on these results, I made a policy and practical suggestion for deaf teachers to perform smooth teaching.