성찰일지에 나타난 교사 정체성 형성에 따른 인식 : 특수교육전공 1학년 학생들을 대상으로

Abstract

This researcher looked into the awareness of identity, with a teach should be equipped while analyzing self-reflection journals prepared by first-year students of the Dept. of Secondary Education at D University located in K city, K province. This study was carried out as a part of special education history, and a philosophy subject which were conducted by this researcher. The number of the research session was 12, and research participation subjects were comprised of 15 first-year students of the Dept. of Secondary Education at D University. This researcher implemented a variety of programs every research session, mostly consisting of major subject learning, participation in volunteer work for a special education school, an encounter with a special education teacher on the active list as a special education expert, story sharing, and disability-related video appreciation, and discussions, etc. As a research method, this researcher adopted a qualitative research for the analysis of self-reflection journals prepared by students every session. The conclusion through this study can be presented as follows: First, students showed perception of the necessity of a special education field through their self-reflection journals. Second, this researcher could discover a change from negative awareness of special children to positive awareness in their self-reflection journals. Third, there was a paradigm shift of a special education teacher in their self-reflection journals. In addiction, students presented a diversity of opinions as to the qualification, with which a special education teacher should be equipped, and a special education teacher’s role. On the basis of the conclusion as above, this researcher implemented a proposal for a follow-up research.