현장체험학습에 대한 시각장애학교 교사의 인식 연구

Abstract

The purpose of this research is to find more efficient methods for field experience learning at schools for the visually impaired. Thus, 125 teachers currently teaching in the schools for the visually impaired answered a questionnaire consists of 24 questions concerning the issue. Findings from the survey are as followings. Firstly, the teachers in nationwide schools for the visually impaired had higher-then-normal perception level for field experience learning and they showed the highest perception on the necessity of field experience learning, which was followed by effectiveness, satisfaction, execution and real condition in order of level. Secondly, to look into perceptional differences according to background variables, levels for satisfaction, execution and real condition were higher with female teachers than their male peers. Also, teachers in national and public schools showed higher level of necessity then those in private schools. At the same time, teachers without visual impairments had higher perception on necessity of field experiences than those with visual impairments. Besides, homeroom teachers carried higher perceptions on execution and real condition of field learning than others. Thirdly, when teachers were asked about what is the most important role of field experience learning, “detailed experiences and further learning from classroom study.” Asked about ideal grouping composition for field trip, “separated operation by elementary, middle, high school level.” Also, when they were asked about ideal places for field experience learning, “places consistent to classroom study.” Categorized suggestions for follow up studies are also presented based on the combined study between precedented researches and the findings above.