예비유아교사의 장애유아에 대한 이미지 유형 분석
A Study on Image of Young Children with Disabilities Recognized by Pre-service Early Childhood Teachers
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초록
The purpose of this study was to examine the types of image on young children with disabilities recognized by the pre-service early childhood teachers through Q-methodology. Q-population of this study was collected from a literature review regarding young children with disabilities and interviews through brainstorming with 55 pre-service teachers. Among the extracted Q-population, 40 Q-samples were collected by category. P-sample as subjects of this study was 46 college students majoring in early childhood education, and Q-sorting was conducted by pre-service early childhood teachers on their image of young children with disabilities. The data was analyzed using QUANL program. As a results of this study, the image on young children with disabilities recognized by pre-service early childhood teacher was classified into 4 types. 4 types were 'type 1: recognizing the potential', 'type 2: denying the possibility of development', 'type 3: reacting with negative emotions', and 'type 4: claiming educational support'. These results will be used to develop the program which is related with administering the integrated class and the teaching methodology of young children with disabilities for pre-service early childhood teachers.
Abstract
The purpose of this study was to examine the types of image on young children with disabilities recognized by the pre-service early childhood teachers through Q-methodology. Q-population of this study was collected from a literature review regarding young children with disabilities and interviews through brainstorming with 55 pre-service teachers. Among the extracted Q-population, 40 Q-samples were collected by category. P-sample as subjects of this study was 46 college students majoring in early childhood education, and Q-sorting was conducted by pre-service early childhood teachers on their image of young children with disabilities. The data was analyzed using QUANL program. As a results of this study, the image on young children with disabilities recognized by pre-service early childhood teacher was classified into 4 types. 4 types were 'type 1: recognizing the potential', 'type 2: denying the possibility of development', 'type 3: reacting with negative emotions', and 'type 4: claiming educational support'. These results will be used to develop the program which is related with administering the integrated class and the teaching methodology of young children with disabilities for pre-service early childhood teachers.
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