협력교수에 대한 초등학교 일반교사와 특수교사의 인식
The Perceptions of General Teachers’ and Special Teachers toward Collaborative Instruction in the Elementary School
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본 연구의 목적은 협력교수에 대하여 초등학교에 근무하는 일반교사와 특수교사가 어떠한 인식을 하고 있는지를 밝히는데 있었다. 본 연구에 참여한 교수 90명을 대상으로 4점 척도로 된 설문지 11개 문항에 답한 자료를 통해 교사의 배경변인별 인식의 차이를 알아보았으며, 또한 2개의 개방형 질문을 통하여 협력교수의 개선방안을 알아보았다. 결과적으로, 초등학교 교사는 협력교수에 부정적이지 않으며, 역할 및 책임의식, 의사소통 등에 긍정적이지만, 실제로 지원을 받거나 계획하는 시간을 공유하는 것이 쉽지 않고, 특히 행정지원, 훈련 경험 등에 부정적인 인식을 가진 것으로 나타났다. 또한 개선방안으로는 관리자 측면과 교사 측면에서 지적되었다.
Abstract
This study was intended to investigate how general teachers and special teachers in the elementary school perceive the inclusive instruction. The subjects of this study was 90 teachers. They indicated their level of agreement with 11 questions on 4-item Likert scale survey instrument and responded to 2 open-ended questions concerning the successful factors and barriers to effective collaborative instruction. The results were as follows: The elementary teachers perceived that they were not negative on the collaborative instruction, but positive on the understanding of the role and responsibilities as a collaborative team member. Though their communication between collaborative team members existed openly, it was not easy for them to get their planning time and supports from the collaborative instructional partner. They perceived that administrative support and training experience were especially not available. And the improvement methods for the effective collaborative instruction were indicated in terms of administrators and teachers themselves. Some suggestions for the further studies were given.
참고문헌 (17)
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