특수교육대상자를 위한 과학 행사에 참여한 예비교사의 장애학생 과학 교수학습 자기효능감 변화
Changes in Pre-Service Teachers’ Self-Efficacy in Teaching Science to Students with Disabilities After Participating in a Science Event for Special Education Students
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초록
2000년대 들어 특수교육이 필요한 학생이 특수학교가 아닌 일반학교에 부분 또는 완전 통합되는 통합교육 환경이 확산됨에 따라 일반 과학교사들이 특수교육대상자를 지도해야할 필요성은 더욱 확대되고 있다. 하지만 현재의 교사양성 체제에서 과학교사들이 특수교육대상자를 지도하기 위한 준비는 미흡하다. 대구대학교에서는 2006년 이래로 예비 과학교사를 중심으로 매년 지역의 장애학생을 초청하여 장애와 상관없이 모든 학생이 함께 즐길 수 있는 과학마술쇼와 과학연극 등의 과학 공연과 직접 체험 가능한 창의체험활동 등으로 꾸려진 과학 축전 행사를 실천하고 있다. 이 연구에서는 특수교육대상자를 위한 과학 행사에 참여한 예비교사 56명을 대상으로 행사 참여 전후의 장애학생 과학 교수학습 자기효능감을 조사하여 비교 분석하였다. 분석결과, 행사에 참여한 예비교사들은 행사 참여 이후에 학습효능감, 교수효능감, 결과기대감 등 모든 차원에서 장애학생 과학 교수학습 자기효능감이 유의하게 향상되었다. 이러한 변화는 예비교사의 성별과 전공에 따라 다르게 나타났다.
Abstract
Since the 2000s, as inclusive education, where students requiring special education are partially or fully integrated into general schools rather than special schools, has become more widespread, the need for general science teachers to teach students with special needs has also increased. However, the current teacher training system is insufficient in preparing science teachers to instruct special needs students. Since 2006, Daegu University has been organizing an annual science festival, primarily targeting pre-service science teachers, where students with disabilities from the local community are invited. This event includes science performances like science magic shows and science plays that all students can enjoy regardless of disability, as well as creative hands-on activities. In this study, the self-efficacy of 56 pre-service teachers in teaching science to students with disabilities was examined and compared before and after their participation in the event. The analysis showed that pre-service teachers who participated in the event demonstrated a significant improvement in their self-efficacy in teaching science to students with disabilities across all dimensions, including learning efficacy, teaching efficacy, and outcome expectancy. These changes varied depending on the gender and major of the pre-service teachers.
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