통합교육연수 정책에 대한 초･중등교사의 인식분석- 경남 지역을 중심으로 -

Abstract

The purpose of this study was to identify the actual conditions and problems of integrated education and analyze the teachers' perceptions about the integrated education training and to find ways to improve the integrated education training. In order to do this, I used the focus group interview and teacher analysis to analyze the actual situation of integrated education. The results of this study are as follows. First, the current status of integrated education training in Gyeongnam is 3,036 students with less than 60 hours of training time and more than 15 hours of training time. The completion rate is 10% of the total teachers, which is very low considering the actual situation of integrated class every year. It can reduce the quality of education. Second, teachers recognized the necessity of integrated education training, but lacked time due to shortage of training contents, lack of publicity for integrated education training, and lack of participation. Third, the perception of integrated education teaching and learning method is most ideal for the integrated class teacher or coed professor of subject teacher and special teacher. Fourth, as an improvement plan for the development of integrated education training, participating type, debating type training and 30 hours training time are most appropriate as training methods. The contents of the training required information that could solve the actual class problem such as the interactive teaching method in the integrated education or the teaching and learning process for the curriculum adjustment. The policy implications include the reorganization of the contents, form and method of the integrated education, the integration training as the joint training, the transformation of the training type into the consulting and customized training center, It is necessary to review policies for completing the plan.