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중재반응 모형의 학교현장 적용을 위한 교사 및 예비교사 교육의 내용과 방향 탐색

Teacher and Preservice Teacher Training for the Successful Introduction of RTI Model to School Settings

허유성
한국특수아동학회 (Kacsn: Korean Association Of The Children With Special Need)|2009.09|특수아동교육연구 (The Journal of Special Children Education)|제11권 제3호|pp. 413-435|DOI 10.21075/kacsn.2009.11.3.413

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학습장애교사교육teacher training중재반응모형preservice teacher education예비교사 교육response to interventionRTI
주제분류교육학

초록

최근 RTI를 통해 학습장애 학생의 학교실패를 조기에 방지하고 아동의 학업문제에 있어서 비효과적인 교수의 영향을 제거함으로써 아동의 정상적인 발달을 도모하기 위한 시도가 확대되고 있다. 본 연구의 목적은 문헌 분석을 통해 RTI의 성공적인 학교현장 도입을 위한 교사 및 예비교사 교육의 내용, 방법, 방향에 대한 함의점을 도출하는 것이다. 성공적으로 RTI를 수행하기 위해서는 많은 선결과제들이 충족되어야 한다. 무엇보다 중요한 선결과제는 교사들의 역량이 갖추어져 있어야 한다. 그러나 교사들이 무슨 역량을 갖추어야 하며, 이를 위해 교원양성기관 및 관련 연구기관에서는 무엇을 준비해야하는가에 대한 종합적인 연구가 부족하다. 본 연구결과를 보면, 교사들이 갖추어야 할 핵심역량으로 RTI 수행 주체들 간의 지식과 신념의 공유, 과학적으로 검증된 교수법 수행, 지속적인 진전도 모니터링과 교수적 의사결정, 팀을 통합 협동적 문제해결, 학습장애아 부모와의 협업, RTI 수행에 대한 교사를 포함한 학교단위의 자기평가 역량이 도출되었으며, 교원양성기관 및 연구기관의 핵심과제로 예비교사를 위한 RTI 교육과정 구성, RTI 모형의 표준화와 확산, RTI 팀의 전문성 개발 지원이 필요한 것으로 나타났다.

Abstract

The purpose of this study was to comprehensively explore the anticipated competencies and specific skills that teachers should acquire to implement RTI effectively in school settings. Currently, RTI is one of the most controversial issues in special education, in particular in the area of LD. However, many researchers concerned about teachers' preparation for RTI in school setting. Previous studies on RTI indicated that teachers should be able to provide evidence-based practices, differentiated instructions for students with disabilities, continuous progress monitoring, and timely identification of nonresponsive students. In particular, the general education teachers are expected to provide individualized, more intensive instruction for nonresponsive students with the collaboration with special education teachers, school psychology, and other school personnel. However, there were limited studies that comprehensively explored teachers' competencies for successful RTI implementation. Therefore, firstly, this study discussed the importance of teacher education for successful RTI implementation. Second, this study identified 6 critical competencies for teachers. The six competencies included (a) the shared knowledge and beliefs among related peoples, (b) implementation of scientifically-based practices, (c) progress monitoring and decision making, (d) collaboration and team works, (e) collaboration with parents of students with disabilities, (f) school-based self-evaluation. In addition, this study discussed the tasks of teacher training institutes and related research institutes to induct RTI successfully to school setting including re-designing curriculum, disseminating RTI model, and providing professional development for RTI team.

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