Exploration of Dual Program for General and Special Education: Can Dual Program help South Korean Teachers think of Inclusive Education?
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초록
본 연구는 일반 교육과 특수교육을 동시에 배우는 복수전공 프로그램의 수업들을 가지는 두 명의 예비 교사들이 복수전공 프로그램과 통합교육에 대하여 어떻게 생각하는지에 대하여 탐구하였다. 연구자들은 두 명의 예비교사들이 통합교육 학급에서 장애로 명칭되어지는 학생들을 지원해 주고 싶어서 복수전공 프로그램을 다니기로 결정하였음을 발견하였다. 연구자들은 또한 두 명의 예비 교사들이 복수전공 프로그램의 수업들을 가지는 동안 장애와 통합교육에 대한 이해를 발전시켜 나가고 있음을 인식하였다. 이러한 발견들에 기초로 하여, 연구자들은 복수전공 프로그램이 한국의 교사 교육 프로그램들에 어떻게 적용되어질 수 있는지에 대하여 논의하고 있다.
Abstract
This study explored how two preservice teaches who took a dual program, including general and special education, thought about dual program and inclusive education. We found thattwo preservice teachers decided to attend dual program because they wanted to support students labeled as disabled in inclusive education classroom. We also recognized that two preservice teachers had developed their understanding about disabilityand inclusive education while taking dual program. Based on our findings, we discuss how dual program can be applied to South Korea’s teacher education programs.
참고문헌 (9)
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