관찰·추천을 통한 영재판별에 대한 영재담당교사들의 인식과 태도
Teachers' Recognitions and Attitudes on Identification of Gifted Students Using Class Observations and Nomination
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본 연구는 관찰과 추천을 통한 영재판별에 대한 교사들의 인식과 태도에 대해 알아보았다. 지금까지 영재성검사와 같은 지필고사를 통해 판별되던 영재들이 앞으로는 관찰과 추천을 통해서만 판별되는데, 이 영재판별방식은 무엇보다도 영재담당교사의 역할이 중요하다. 이에 관찰·추천 영재판별을 위한 교사연수에 참여한 영재담당교사 374명을 대상으로 이 방식의 영재판별에 대한 인식과 태도를 알아보았다. 그 결과, 교사들은 학급담임의 추천을 받은 영재들을 대상으로 심층관찰과 직접 면담을 하는 방식을 선호하였고, 창의성, 과제집착력, 인지적인 특성 등을 중요한 영재성 요소로 꼽았다. 영재 행동에 대한 체크리스트와 같은 판별도구의 개발과 실습 위주의 교사 연수 또한 성공적인 관찰·추천 영재판별에 필요하다고 보았다. 이 연구는 관찰·추천을 통한 영재판별 방식이 교육현장에 정착되고, 보다 많은 학생들이 영재로 판별될 수 있도록 그 기반을 구성하는 데 도움을 준다.
Abstract
The purpose of this study is to explore teachers' recognitions and attitudes toward identifying gifted students through observations and nominations. The role of teachers will be more emphasized in this new approach because gifted students will be identified through only teachers' observation and behavioral assessments in learning settings, and students' work. The participants of this study were 374 teachers who attended to professional development for identifying gifted students. The results show that the teachers prefer to observe the gifted students in a classroom setting who are recommended by their classroom teachers. They regard creativity, task commitment, cognitive characteristics as important facts for identifying giftedness. They also agree that identification instruments such as checklists for giftedness, and in-service teacher programs for gifted identification are needed for settlement of this identification system. This research will be helpful to establish identification system through observation and nominations, and to identify more gifted students who were seldom identified in previous identification system.
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