특수교사의 자기결정기술 교수 증진을 위한 전략과 실행과제 탐색
Exploring Strategies and Practices for Improving Self-determination Skills Instruction of Special Education Teacher
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초록
본 연구는 문헌분석을 통하여 자기결정에 대한 특수교사의 중요도 인식 및 교수 실행수준과 자기결정기술 교수 증진을 위한 구체적인 실행과제와 전략들을 탐색하였다. 그 결과 특수교사는 대체적으로 장애학생에게 자기결정이 매우 중요하다고 인식하고 있으나 교육 현장에서 자기결정기술 교수 실행수준은 낮은 것으로 나타났다. 자기결정기술 교수를 위한 구체적인 전략으로 모델링, 협동학습 집단 구성, 코칭, 교수의 팀 접근, 동기화, 자신감, 창의성 등을 증진시키는 강화기술과 내적 요인을 고무시키는 강화기술과 관련된 행동전략 등이 있고, 특수교사가 자기결정기술 교수를 증진시키기 위해 취해야 할 몇 가지 구체적인 실행과제들을 제시하였다. 본 연구에서 제시된 자기결정기술 교수 증진을 위한 실행과제들은 현장 교사들의 지도지침이 될 수 있을 것이다.
Abstract
The purpose of this study was to survey perceptions of special education teachers for importance of self-determination, and to explore ways and strategies to improve their self-determination skill instruction. There has been a number of studies over the years that prove how self-determination is important for improving the quality of lives of individuals with disabilities. If self-determination skills can help students with disabilities have successful lives in their communities, it is very important for teachers to teach this to their students. Teachers are meaningful role models for students, and affect the self-determination of students through their interactions with them. When students become the main agents that actively participate in a curriculum and understand the goal, importance, and meaning of study, their levels of academic achievement will rise. Likewise, when teachers acquire their own self-determination skills, and then design instruction and implement it, they can be successful educators that enable students with disabilities to gain self-determination skills and independent lives. Therefore, the researcher expects that teachers faciliate students with disabilities self-determination skills to acquire more effectively and become the good role models by achieving and improving their own self-determination skills.
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