본문 바로가기
KERD
논문KCI 등재

유아특수교사의 전문성 발달(Professional Development): 성인학습 관점에서 본 필요성 및 접근 방안 탐색

Professional Development for Early Childhood Special Education Teachers: Based on Adult Learning Context and Perspectives

박유정|김병건
한국특수아동학회 (Kacsn: Korean Association Of The Children With Special Need)|2014.03|특수아동교육연구 (The Journal of Special Children Education)|제16권 제1호|pp. 385-404|DOI 10.21075/kacsn.2014.16.1.385

0

조회

0

다운로드

2

인용

0

참고문헌

키워드

성인학습유아특수교사professional development전문성 발달early childhood special education teachersadult learning
주제분류교육학

초록

전문가로서의 특수교육교사는 다양한 학생의 학업성취와 생활지도 등에서 복잡하고 전문적인 역할 수행 및 책임을 지니며, 끊임없는 교육정책과 새로운 교육방법 등의 출현으로 인해 성인학습자로서의 교사의 역할이 더욱 중요시 된다. 이로 인해 특수교사의 지속적이고 체계적인 전문성 발달(Professional Development)은 필수적이다. 본 논문은 현재 유아특수교사를 위한 전문성 발달 프로그램의 필요성을 자각하고 주요 전문성 발달 접근을 탐색하여 교사발달 프로그램의 향상 방안을 탐색하고자 한다. 또한 전환학습이론(Transformative Learning Theory)를 바탕으로 성인학습자로서 특수교사의 능동적이고 주도적인 전문성 발달의 필요성과 그 의미에 대해 논의한다. 끝으로, 유아특수교육의 전문성 발달 프로그램의 향상을 위해 구체적인 전문성 발달의 방향 및 향후 연구 방향에 대해 제언한다.

Abstract

The role of special education teachers as expertise have become more complex and intensive, encompassing more responsibilities with more diverse groups of students with disabilities. These roles and responsibilities have been driven by changes in educational policies, practices, and values, requiring them to be more knowledgeable about curriculum, disabilities, and interventions in specific areas. Accordingly, the expertise required to effectively fulfill such roles has grown, it is essential that teachers participate in ongoing professional development(PD) that provides them with opportunities to deepen their knowledge and keep teachers up-to-date on new knowledge and approaches. Recognized that there is a need to develop and improve a PD institute/program, this paper aimed to offer alternate, promising PD approaches that increase teachers' knowledge and expertise in practice. Also, transformative learning theory was applied as a way to increase early childhood special education teachers' self-directed and proactive learning and application of PD contents and knowledge to their classrooms. Finally, the authors suggested future directions for better implementations of PD and research.

참고문헌 (67)

  1. 2011 특수교육 실태조사, "교육과학기술부", 교육과학기술부, ~ (2011)
  2. 김동일, "다양한 문화ㆍ언어적 배경을 지닌 장애위험아동을 위한 교육적 지원 방향 및 교사 역할 탐색 : 중재반응(Response to Intervention)체제를 중심으로", 특수교육재활과학연구, 52(1), pp.317~335 (2013), 특수교육재활과학연구소
  3. 김병하, "특수교육 교사론" (1999), 대구대학교출판부
  4. 김정연, "좋은 특수교사로의 성장과 관련된 요인 및 경험", 특수교육, 12(1), pp.5~30 (2013), 특수교육연구소
  5. 김종명, "특수학교와 일반학교 교사의 직무연수에 대한 비교 연구", 석사, 특수교육행정, pp.2001
  6. 김희수, "중고등학생이 지각한 교사의 학습된 무기력이 학생의 정신건강과 학교적응에 미치는 영향", 미래교육연구, 18(2), pp.44~63 (2005)
  7. 박선미, "전환학습이론의 관점에서 본 유아교사의 학습경험 연구", 열린유아교육연구, 15(4), pp.191~215 (2010), 한국열린유아교육학회
  8. 신하영, "‘학교 떠나는 교사 늘었다’.. 명퇴 신청 사상 최대", 이데일리, ~ (2014)
  9. 尹弘周, "敎師發達 段階 및 職能發達 要因에 關한 硏究", 석사, 교육행정, pp.1996
  10. 양명숙, "정신지체 특수학교 교사의 직무연수 실태 및 요구분석", 석사, 특수교육, pp.2005
  11. 양재원, "정신지체 특수학교 교사의 현직연수에 대한 인식수준", 지적장애연구, 14(3), pp.65~87 (2012), 한국지적장애교육학회
  12. 이영철, "특수교사 직업교육 직무연수에 대한 실태와 개선방안", 정신지체연구, 6, pp.57~76 (2004)
  13. 이윤식, "교사발달단계를 고려한 교사평가 준거의 탐색", 한국교원교육연구, 26(4), pp.143~168 (2009), 한국교원교육학회
  14. 전혜미, "초등교사가 인식하는 교직전문성이 교사효능감, 교직헌신도에 미치는 영향", 석사, 교육행정및고등교육, pp.2010
  15. 정은희, "성인학습과 전환적 변화: 메지로의 전환학습이론", 교육과 실천, 13(3), pp.299~314 (2004)
  16. 정지현, "변혁적 수준의 다문화 유아교사교육을 위한 교사의 참조체계 변화에 관한 질적 연구", 열린유아교육연구, 14(6), pp.225~252 (2009), 한국열린유아교육학회
  17. 정지현, "성인학습이론에 기초한 유아교사교육의 발전방향에 대한 일고찰-전환학습 이론의 다문화교사교육 적용 가능성에 대한 개념적 분석을 중심으로", 열린유아교육연구, 14(1), pp.77~99 (2009), 한국열린유아교육학회
  18. Abbott, M., "Research to practice : A blueprint for closing the gap in local schools", Exceptional Children, 65(3), pp.339~352 (1999)
  19. Apps, J. W., "Improving practice in continuing education" (1985), Jossey-Bass
  20. Benedict, A., "Becoming an effective teacher of student with disabilities: What are you aiming for?", Teaching Exceptional Children
  21. Boudah, D. J., "Implementing and sustaining strategies instruction: Authentic and effective professional development or "business as usual"?", Exceptionality, 11, pp.3~23 (2003)
  22. Butler, D. L., "Collaboration and self-regulation in teachers' professional development", Teaching and Teacher Education, 20, pp.435~455 (2004)
  23. Carton, P., "Understanding and promoting transformative learning" (2006), Jossey-Bass
  24. Teacher professional development in 1999-2000: what teachers, principals, and district staff report, "Choy, S. P.", National Center for Education Statistics, ~, pp.NO. NCES 2006-305 (2006)
  25. Cohen, D. K., "Instructional policy and classroom performance : The mathematics reform in California", Teachers College Record, 102(2), pp.294~343 (2000)
  26. Darling-Hammond, L., "Policies that support professional development inan era of reform", Phi Delta Kappan, 76(8), pp.597~604 (1995)
  27. Desimone, L., "Improving impact studies of teachers' professional development: Toward better conceptualizations and measures", Educational Researcher, 38(3), pp.181~199 (2009)
  28. Desimone, L., "Research and Theory in Administration" (2003), Information Age
  29. Elmore, R. F., "Investing in teacher learning: Staff development and instructional improvement I community school district #2, New York City. New York: National Commission on Teaching and America's Future", ERIC Document Reproduction Service No. ED 416203, ~ (1997)
  30. Fekkes, M., "Bullying : who does what, when and where? Involvement of children, teachers and parents in bullying behavior", Health Education research, 20(1), pp.81~91 (2005)
  31. Friedman, A., "Continuing professional development : Developing a vision", Journal of Education and Work, 17(3), pp.361~376 (2004)
  32. Fuchs, L., "Principles for the prevention and intervention of mathematics difficulties", Learning Disabilities Research and Practice, 16, pp.85~95 (2001)
  33. Garet, M., "What makes professional development effective? Results from a national sample of teachers", American Educational Research Journal, 38(4), pp.915~945 (2001)
  34. Gersten, R., "The realities of translating research into classroom practice", Learning Disabilities Research and Practice, 16, pp.120~130 (2001)
  35. Greenwood, C. R., "A building-base case study of evidence-based literacy practices : Implementation, reading behavior, and growth in reading fluency, K-4", Journal of Special Education, 37, pp.95~110 (2003)
  36. Habermas, J., "Knowledge and human interest" (1971), Beacon Press
  37. Hassel, E., "Professional development: Learning from the best" (1999), North Central Regional Educational Laboratory (NCREL)
  38. Hawley, W., "Learner-centered professional development", Research Bulletin, (27) (2000), Phi Delta Kappen
  39. "Adult learning from theory to practice" (2002)[URL]
  40. Jarvis, P., "Adult education and lifelong learning: Theory and practice" (2004), Routledge
  41. Joyce, B. R., "Students achievement through staff development" (2002), Association for Supervision and Curriculum Development
  42. Katz, S., "Toward an evaluation habit of mind : Mapping the journey", Teachers College Record, 107(10), pp.2326~2350 (2005)
  43. Teacher attrition and mobility: Results of the teacher follow-up survey, 2008-2009, "Keigher, A.", National Center for Education Statistics, ~ (2010)
  44. King, K. P., "Educational technology professional development as transformative learning opportunities", Computer and Education, 39, pp.283~297 (2002)
  45. Klinger, J., "The science of professional development", The Journal of Learning Disabilities, 37(3), pp.248~255 (2004)
  46. Knapper, C. K., "Lifelong learning in higher education" (2000), Kogan Page
  47. Ladd, H., "Handbook of research in education finance and policy" (2008), Routledge Taylor and Francis Group
  48. Lang, M., "Breaking with tradition : Providing effective professional development for instructional personnel supporting students with severe disabilities", Teacher Education and Special Education, 26(1), pp.17~26 (2003)
  49. Little, M. E., "Research into practice through professional development", Remedial and Special Education, 24, pp.75~87 (2003)
  50. Longworth, N., "Lifelong learning in action: Transforming education in the 21st century" (2013), Routledge
  51. McLeskey, J., "Supporting improved practice for special education teachers : The importance of learner centered professional development", Journal of Special Education Leadership, 24(1), pp.26~35 (2011)
  52. McLeskey, J., "Professional development and inclusive schools : Reflections on effective practice", The Teacher Educator, 37(3), pp.159~172 (2002)
  53. McLeskey, J., "Education programs for students with learning disabilities: Can they be both effective and inclusive?", Learning Disabilities Research and Practice, 26(1), pp.48~57 (2011)
  54. Mezirow, J., "Education for perspective transformation: Women's re-entry programs in community colleges" (1978), Teacher's College, Columbia University
  55. Mezirow, J., "Transformative dimension of adult learning" (1991), Jossey-Bass
  56. Mezirow, J., "Understanding transformation theory", Adult Education Quarterly, 44(4), pp.223~232 (1995)
  57. Mezirow, J., "Learning as transformation: Critical Perspectives on a theory in progress" (2000), Jossey-Bass
  58. Mezirow, J., "Transformative learning as discourse", Journal of Transformative Education, 1(1), pp.58~63 (2003)
  59. Park, Y., "The Implications of teachers’ knowledge of reading fluency for teachers’ practice and student performance", Presented at the AERA Annual Conference (2011)
  60. The role of collaboration in supporting the imduction and retention of new special education teachers, "Pugach, M. C.", NCIPP, ~, pp.NCIPP Document No. RS-2 (2009)
  61. Taylor, E., "The theory and practice of transformative learning: A critical review" (1998), ERIC Clearinghouse on Adult, Career, and Vocational Education
  62. Vaughn, S., "A collaborative effort to enhance reading and writing instruction in inclusion classrooms", Learning Disability Quarterly, 21, pp.57~74 (1998)
  63. Waldron, N., "Establishing a collaborative culture through comprehensive school reform", Journal of Educational and Psychological Consultation, 20, pp.58~74 (2010)
  64. Wayne, A., "Experimenting with teacher professional development : Motives and methods", Educational Researcher, 37(8), pp.469~479 (2008)
  65. Webster-Wright, A., "Reframing professional development through understanding authentic professional learning", Review of Educational Research, 79(2), pp.702~739 (2009)
  66. Wenglinsky, W., "How schools matter : The link between teacher classroom practices and students academic performance", Education Policy Analysis, 10(12), pp.1~30 (2002)
  67. Reviewing the evidence on how teacher professional development affects student achievement, "Yoon, K. S.", Institute of Education Sciences U. S. Department of Education, ~, pp.REL 2007-No. 033 (2007)

관련 논문AI추천

특수교사의 교직사회화 과정 연구심우정특수교육재활과학연구소 · 특수교육재활과학연구2005 · 제44권 제2호유아특수교사의 양성방안에 대한 고찰노진아특수교육재활과학연구소 · 특수교육재활과학연구2007 · 제46권 제1호예비유아특수교육교사의 전문성 향상을 위한 수행 중심의 포트폴리오의 개발과 적용박혜준, 백유순한국특수아동학회 · 특수아동교육연구2005 · 제7권 제3호장애유아 통합교육 유아교사 연수프로그램 개발김현정, 홍혜경한국유아교육학회 · 유아교육연구2008 · 제28권 제2호특수교사 발달단계에 따른 직무역량과 사회적 지지김은라한국지체·중복·건강장애교육학회 · 지체.중복.건강장애연구2018 · 제61권 제4호성인 학습자로서 유아교사의 자기조절학습에 대한 고찰 및 교사교육을 위한 시사점 모색이순복, 한민경한국생태유아교육학회 · 생태유아교육연구2011 · 제10권 제1호

이 간행물의 다른 논문 (17건)

직업적 장애 선별과 고용 및 직업재활 서비스 지원 프로토콜 탐색박희찬, 김동일, 홍성두, 이해린, 고혜정pp. 1-23자폐 범주성 장애 유아를 대상으로 부모가 개입한 사회성 및 의사소통 기술 중재 연구 분석 - 국외 단일대상연구를 중심으로 -김선경, 이소현pp. 25-57장애·비장애 유아 어머니의「부모 참 역량」에 대한 비교 연구손환희, 정계숙, 박재국pp. 59-84인공와우를 착용한 청각장애아동의 의사소통 활용에 따른 사회역량변화: 부모설문을 기초로허명진pp. 85-101어머니의 반응적 상호작용 중재가 발달지체 위험 유아와 어머니의 사회적 상호작용행동에 미치는 영향김진희, 박민혜pp. 103-126
원문 보기