초등학교 통합학습 교사의 장애학생에 대한 교수수행능력 분석

Abstract

The main purpose of this study is to provide some methods which help to improve the quality of teaching behaviors of integrated classroom teachers. This study involved 93 teachers who are responsible for the physically challenged at elementary schools. For the processing of materials I used spss/win(Ver. 18.0) and dealt frequency for each question with frequency factor and verified X2(Chi-square) in order to find whether there are significant differences among groups. The findings are shown below. Firstly, in terms of sub-level of teaching behaviors of teachers, it has turned out that interaction between teachers and children was good and class environment was smoothly operating but its instructional design and teaching were merely on the average level. And which means that teachers have difficulty in carrying out educational design and its teaching for the disabled who need special requirements. To solve this, necessary resources should be continuously provided to teachers. Secondly, in terms of background of teaching behaviors of integrated elementary classroom teachers, it has proved that whether teachers are men or women determines significant relations between their teaching behaviors and interaction one with children. And from the perspective of the age of teachers,their ages influence positively teaching behavior. And teachers who have long taught students also have significant effects on not only creating desirable class environment but interaction between teachers and children, which seem largely due to a harmonized teaching by long-accumulated experiences and other factors combined. In terms of training experience, it has been shown that such training influences also significant relations between instructional design and the creation of class environment desired.