특수학교 자유학기제에 대한 특수교사의 인식, 기대효과 및 운영과제

Abstract

The purpose of this study was to investigate recognitions, expected effectiveness and operational issues of special teacher on execution of special school free semester. The subjects from 15 special schools located in Busan metropolitan city were sampled. The subjects were sampled four special schools for visual, auditory, intellectual and physical disabilities. The sampled were 150 middle school teachers. Recognitions, expected effectiveness and operational issues of special teacher on execution of special school free semester were analyzed. The results of this study are summarized as follows. First, recognitions of special teacher on execution of special school free semester are well acquainted. There were many special teachers who answered that they had not received the experience in the free semester training, but the special teachers who answered that they had participated in the free semester training program. The answer of 'usually' was high whether it was helpful or not. And it were recognized that the preferred period of the free semester in the special schools was the ' grade 1 semester 2' as the most desirable. The 'Free Semester Activities' model, which is desirable for special schools, appeared in the order of career exploration activity, topic selection activity, arts and sports activities, and club activities. The 'free semester activity' training required on execution of special school free semester were appeared in the order of career exploration activity, topic selection, arts and sports activities, and club activities. Namely, special school teachers preferred career exploration activity as 'free semester activity'. The most important role of special education teachers on execution of special school free semester was recognized as the most important role of integrated class operating and exploring the local infrastructure for career experience. Second, expected effectiveness on execution of special school free semester, the increase of satisfaction of school life was the most expected effect and followed by positive student emotional development, career and vocational education. Third, operational issues on execution of special school free semester, reduction of teachers business, expansion of local infrastructure, and development of standardized free semester for special schools were the biggest operational issues. Through this study, free semesters in the special school is successful operation and activity requires to need a variety of special teacher training program. Depending on the type of special school, it may suggest that the program requires the development of a free semester for student characteristics.