교과전공 운영에 대한 예비 중등특수교사들의 인식

Abstract

This study was to explore the recognition, expectation, and needs for the improvement on subject major to receive the indication subject in the part of pre-service secondary special education teachers(n = 270), and then to provide foundational data for building the more effective special education teacher training system. The results were as follows: First, pre-service secondary special education teachers chose diverse subject majors based on their personal preference. However, they picked subject majors that had not directly associated with special education curriculum, whereas they rarely chose math and science. Second, pre-service secondary special education teachers’ expectation on the outcomes of subject major class was generally low, especially expectation in the curriculum was lower. Third, pre-service secondary special education teachers required the changes in the current system of subject major. As an alternative, it was preferred for them to supplant the current system with the system offering lessons on the whole subjects in the special education curriculum. It was more likely that it was because the regular education base subject majors were not suitable for special education curriculum. Hence, it will be necessary to build the identity of subject education in the special education first, and based on that, proper subject major system, and then special education teacher training system would be designed.