특수학급 교사와 통합학급 교사의 협력교수 실태와 인식 및 지원요구에 관한 연구

Abstract

The purpose of the present study is to meet support requirements for efficient operation of collaborative teaching by surveying the current state of collaborative teaching between special class teachers and inclusive class teachers and analyzing differences in perception on collaborative teaching. For this study, we selected 226 special and inclusive teachers working in Busan, Daegu and Gyeongsangnam surve on the current state of collaborative teaching and requirements for the support of collaborating teaching, and analyzed the collected data statistically. The results of this study are tha t : (a) inclusive teachers and special teachers were actively exchanging with each other information on how teach peer children about disabilities, on curriculums for disabled children and on the behavioral development of disabled children, but the level of their collaborative teaching in class was low; (b) most of both special teachers and inclusive teachers had positive perception on collaborative teaching; (c) the most urgent requirement for efficient collaborative teaching was the improvement of educational environment such as class and school environment but demands in teachers’ personal dimension such as additional points in merit rating for inclusive teachers and financially preferential treatment were relatively low. Therefore this study concluded that both inclusive teachers and special teachers perceived collaborative teaching positively but they were still reluctant to have an inclusive class.