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장애학생들과의 또래교수 프로그램에 참여한 일반 고등학생들의 인식과 경험

Perception and Experiences of High School Students Participating in Peer-Tutoring Program with Students with Disabilities

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참고문헌

키워드

주제분류교육학

초록

본 연구에서는 정신지체 특수학교 중고등학생과 실업계고등학교 일반학생들 간에 실시된 상급학생 또래교수 프로그램에 참여한 일반 고등학생들의 인식과 경험을 알아보고자 12명의 참여 학생들을 대상으로 포커스그룹 인터뷰와 학생들의 참여일지 및 평가기록 검토의 질적 분석 방법을 사용하였다. 질적 자료의 분석 결과 장애학생들과의 또래교수 프로그램에 또래교수자로서 참여한 일반 고등학생들의 인식과 경험은 다음과 같은 세 가지 주제와 여섯 가지의 부주제로 정리되었다: (1) 장애인식-인식의 변화와 변화에 영향을 미치는 요소들, (2) 또래교수 프로그램 경험-교사역할 체험과 또래교수 프로그램의 참여 효과, 그리고 (3) 프로그램 운영- 참여의 방해 요소와 효과적인 프로그램 운영을 위한 제안.

Abstract

The purpose of this study was to examine the perception and experiences of high school students who had participated in inclusive peer-tutoring program with students with disabilities. To collect date, focus group interviews were conducted and students daily notes and evaluation notes were monitored. From the qualitative analyses, 3 themes and 6 sub-themes emerged: (1) perceptions of disabilities- (a) change of perceptions and (b) factors affecting the changes; (2) experiences of peer-tutor program as peer-tutors, (c) taking tutor roles and (d) benefits from participating in peer-tutoring program; and (3) management of program- (e) barriers of active participation and (f) suggestions for effective management of the program. Discussions and the implications for inclusive educational practices and further research were provided.

참고문헌 (39)

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