미국, 영국, 이스라엘, 싱가포르, 한국의 영재교육 담당 교원 양성·임용 및 후속지원에 대한 동향과 교육적 시사

Abstract

Considering the policy of “Ministry of Education, Science and Technology” to expand education for the gifted, as one of the numerous tasks that need to be resolved beforehand to succeed in gifted education, it is important to nurture and employ teachers for the gifted with the competency and provide aftercare system, such as strengthening competency and morale boosting strategies in order that they are willing to continuously focus on education for the gifted. For this reason, together with Korean and international literature research, the latest trends of nurture, employment and aftercare system for gifted teachers in the U.S.A., the U.K., Israel and Singapore with activated education for the gifted were researched, through the structuralized survey on government officials of the countries via email and telephone interviews. From the results, it was revealed that the first, in the nurture and employment area the countries which nurture teachers with the competency appropriate for the psychological characteristics and education needs of the gifted through degree courses or teacher's training and employ by bestowing “The Qualification as Teacher for the Gifted” were the U.S.A. and Israel, and Singapore has a The U.K. and Korea did not have “Qualification” and/or “Certification” system. The second, in the aftercare area although there were differences in the level of provision among the countries, all countries were providing various training opportunities for continuous development of competency after a teacher has been assigned to the classroom as teacher of the gifted. Meanwhile, in the U.S.A., the U.K. and Israel, so that the teachers could concentrate on teaching the gifted, reduction in classes work, or placement of assistant-teachers etc. by provided incentives. Israel has given more incentives, they provided different authority over human resources and level of salary. Korea provides various incentives from each of the 16 education office, but they differ for each education office and the standard was also unsatisfactory. Based on these results, educational implications and policy strategies are suggested.