가족지원서비스 측면에서 본 초임 유아특수교육교사의 부모교육상 어려움에 대한 대처과정 사례연구
A study on coping process of beginner teachers of early childhood special education for difficulty of parents education in family support service perspective
0
조회
0
다운로드
18
인용
0
참고문헌
키워드
초록
Mutual collaboration among parents and teacher of young child with developmental delay, a key element to improve the result of early childhood special education, has been increasingly recognized as important. Therefore, early childhood special education teachers are required to be equipped with expertise on family support services to solve hardships or conflicts for parents in educating child with developmental delay and take actions for effective collaborative relation. This study, a framework case study for it, has the purpose to identify the process of teachers to take action for parents education. To that end, in this study, 3 beginner teachers of early childhood special education were selected, and data for teachers to take action for difficulties that parents face in educating were collected and analyzed through roundtable discussion seminar with study subjects meeting one another in one place. As a result, the processes of beginner teachers of early childhood special education to take action for difficulty of parents education were found to be composed of totally 8 stages: 1) teacher's unconditional accepting of parents perspective and demands, 2) internal conflict and confusion of teacher, 3) teacher's hasty criticism for parents, 4) attempt for solution and compromise with parents on teacher-centered setting, 5) deterioration of teacher's willingness for conducting of class by the sustained conflict with parents, 6) continuance of only formal relationship between teacher and parents, 7) teacher's improvised solution to get back to previous stage, and 8) teacher's pursuit of expert help on the attempt for new conversion. The results of this study are anticipated to be utilized as basic data to compose teacher education program for beginner teachers of early childhood special education.
Abstract
Mutual collaboration among parents and teacher of young child with developmental delay, a key element to improve the result of early childhood special education, has been increasingly recognized as important. Therefore, early childhood special education teachers are required to be equipped with expertise on family support services to solve hardships or conflicts for parents in educating child with developmental delay and take actions for effective collaborative relation. This study, a framework case study for it, has the purpose to identify the process of teachers to take action for parents education. To that end, in this study, 3 beginner teachers of early childhood special education were selected, and data for teachers to take action for difficulties that parents face in educating were collected and analyzed through roundtable discussion seminar with study subjects meeting one another in one place. As a result, the processes of beginner teachers of early childhood special education to take action for difficulty of parents education were found to be composed of totally 8 stages: 1) teacher's unconditional accepting of parents perspective and demands, 2) internal conflict and confusion of teacher, 3) teacher's hasty criticism for parents, 4) attempt for solution and compromise with parents on teacher-centered setting, 5) deterioration of teacher's willingness for conducting of class by the sustained conflict with parents, 6) continuance of only formal relationship between teacher and parents, 7) teacher's improvised solution to get back to previous stage, and 8) teacher's pursuit of expert help on the attempt for new conversion. The results of this study are anticipated to be utilized as basic data to compose teacher education program for beginner teachers of early childhood special education.
참고문헌 (21)
- 강병재, "생각의 힘을 키우는 토론수업(교사를 위한 교과토론 길라잡이)" (2007), 교보문고
- 길병휘, "교육연구의 질적 접근" (2004), 교육과학사
- 김영준, "가족지원서비스 관점에서 본 유아특수교육교사와의 협력이 발달지체유아 어머니의 삶의 질에 미치는 영향", 정서·행동장애연구, 25(4), pp.275~310 (2009), 한국정서·행동장애아교육학회
- 남정희, "발표와 토론 (PSAT 2)" (2010), 주민출판사
- 박지연, "문제행동이 장애아 가족의 삶에 미치는 영향과 가족의 대처방식에 관한 질적 연구", 정서·행동장애연구, 26(3), pp.17~43 (2010), 한국정서·행동장애아교육학회
- 박현옥, "가족 중심의 서비스 실천 방안", 현장특수교육, 30, pp.22~27 (2005)
- 이상복, "장애 유아 부모 임상 상담의 조기 선별기능 관련 질적연구", 정서․학습장애연구, 14(1), pp.1~24 (1998)
- 이효신, "자폐유아 출현에 따른 가족문제 연구", 박사, pp.1997
- 전명남, "토의식 교수법 토론식 학습법" (2006), 계명대학교출판부
- 정순경, "유치원 교사의 이야기를 통한 교사의 발달 과정 분석", 석사, pp.2001
- Conderman, G, "Reflections from Beginning Special Educators", Teaching Exceptional Children, 33(1), pp.16~21 (2000)
- Feldman, M. A, "Collateral effects of behavioral parent training on families of children with developmental disabilities and behavior disorders", Behavioral Interventions, 17(2), pp.75~83 (2002)
- Krause, M. W, "Family assessment within early intervention programs, In Handbook of early childhood intervention", pp.290~308 (2000), Cambridge University Press
- Mason, J, "Qualitative researching (2nd ed.)" (2002), Sage
- Moes, D, "Parenting stress and parent education, In Teaching children with autism", pp.79~94 (1995), Brookes
- Osher, T. W, "The paradigm shift to true collaboration with families", Journal of Child and family studies, 11(1), pp.47~60 (2002)
- Scheuermann, B. K, "Positive behavioral support for the classroom" (2008), Pearson Education Inc
- Turnbull, A. P, "Families, Professional, and exceptionality: Collaborating for empowerment (4rd ed)", pp.2001, Merill
- Walker, B, "Improving collaborative communication between professionals and parents, In Families, disability, and empowerment: Active coping skills and strategies for family interventions", pp.285~316 (1993), Brooks
- Walker, H. M, "Antisocial behavior in school: Strategies and best practices (2nd ed.)", pp.2004, Brooks
- Zhang, C, "Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process", Focus on Autism and Other Developmental Disabilities, 18(1), pp.51~59 (2003)