초ㆍ중등 특수교사들의 수학 수업에 관한 지식의 차이 분석

Abstract

This study was to explore the difference both by major and by major with same career on knowledges related to the math class between elementary and secondary special education teachers, and to examine what they needed for effective math class using survey and in-depth interview. The subjects were 272 special education teachers(133 elementary special education teachers, 139 secondary special education teachers). The knowledges related to the math class include the meaning of dynamic problem-solving process in the teacher-led lessons, along with the common components of pedagogical content knowledge like contents, learners, and educational methodologies and assessment. The results were as follows: First, overall, knowledges related to the math class on the part of the subjects were above average, but there was no difference by major save for math content knowledges. Second, by major based on same career, there was only difference on the math content knowledge on the part of teachers with less-than-5-year career. According to the results of in-depth interview, teachers noted that the findings of this study were because of the differences in pre-service training and distinct features of special education. Based on theses findings, it was suggested that, to provide learners with more effective math class through solving the problems in math class, we might need 1) to review the system and content of special education math curriculum, and 2) to provide diverse types(e. g., by content, by major, by career) of professional development program to meet the teachers’ needs.