증거기반교수의 개념과 연구적 타당성에 관한 이론적 고찰
A Theoretical Review about Concepts and Research-validation of Evidence-Based Practice
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증거기반교수(Evidence-Based Instruction or Evidence- Based Practice)는 특수교육분야에서 최근 가장 많은 관심을 받고 있는 주제 중 한가지이다. 하지만 아직까지 현장전문가들과 연구자들은 어떤 교수를 증거기반교수로 정의할 수 있는지와 증거기반교수를 결정하기 위한 체계적인 절차는 무엇인지에 대한 구체적인 내용을 제공하지 못하고 있다. 이에 본 연구에서는 증거기반교수에 대한 이해를 돕기 위해 특수교육뿐만 아니라 의학과 심리학 분야에서 증거기반이라는 개념을 어떻게 조작화하는지에 대해서 살펴보고, 증거기반과 관련된 핵심주제 중에 한 가지인 연구적 증거 확보에 관한 몇 가지 논쟁점을 cook 등(2009)의 연구를 중심으로 이론적으로 고찰하였으며, 관련된 시사점 등을 제시하였다.
Abstract
There has been increased attention in the view of applications of research based practice in the area of special education. However, surprisingly, teachers and researchers have continued to debate both the definition of evidence-based practices and processes of identifying evidence-based practices. Considering these issues mentioned above, the main purpose of this review was to investigate the way of defining evidence-based practices in other areas of medicine, clinical psychology, and general education in order to improve the understanding of evidence-based practice. In addition, this study focused on some issues on verifying research evidence that is one of important topics in evidence-based practice. Implications for practice and suggestions are discussed.
참고문헌 (42)
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