장애 대학생의 교수-학습에 대한 교수자와 학습자의 인식 연구

• 영문명: A Study on Professors and Students' Perception of Teaching-Learning of Students with Disabilities in University
• 발행기관: 한국특수아동학회
• 저자명: 임미경 권요한
• 간행물 정보: 『특수아동교육연구』제10권 제3호, 147~172쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2008.09.30

국문 초록

본 연구는 장애 대학생과 강좌 담당 교수자의 교수-학습에 대한 인식을 알아보기 위해 실시되었다. 먼저, 장애 대학생을 위한 교수-학습 지원 서비스와 교수법, 부정적인 요인에 대한 교수자와 장애 대학생의 인식설문조사와 장애 대학생을 대상으로 심층면담을 실시하였으며, 장애 대학생과 강좌 담당 교수자의 인식을 비교하였다. 연구대상은 영남지역 C대학교에서 장애 대학생을 가르치는 교수자 51명과 이들의 강좌를 수강하는 장애 대학생 10명이었다. 수집된 자료는 SPSS 통계프로그램 12.0버전을 이용하였고 녹음 전사 자료를 분석하였다. 연구결과는 첫째, 교수자는 교수-학습 지원서비스, 교수법에서 중요도와 실천도 간에 유의한 차이가 있었는데, 중요도는 높으나 실천도에 대한 인식이 낮았다. 둘째, 장애 대학생은 체계적인 장애지원 없이 일반학생과 동일하게 수업에 참여하고 있었다. 셋째, 교수-학습에서 교수자와 장애 대학생의 인식의 차를 분석한 결과 교수자보다 장애대학생이 전반적으로 낮은 인식수준을, 또 양측모두 중요도보다 실천도가 낮은 인식수준을 보였다.

영문 초록

The purpose of this study was to understand the perception of professors and disabled students on teaching and learning in class in university. The study were conducted as follows: First of all, professors were responded to a survey by questionnaire and asked their perception on the supportive service of teaching and learning and instructions for them, and the perception on the negative factors in the course of teaching and learning. Secondly, to the students were asked their perception on teaching and learning by the interview in depth and the questionnaire. Thirdly, in order to understand the differences in perception between professors and students, the results obtained from the interview in depth and the questionnaire were compared. The subjects were consisted of 51 professors who had taught at the C university in Gyeongnam province(17 of humanities, 12 of social and economics, 6 of sciences, and 16 of engineering) and 10 students with disabilities who attended to their classes (2 hearing impaired, 3 sight impaired, and 5 mentally retarded). The data received were analyzed with 12.0 version of SPSS statistic program. The interview in depth for the students included 27 items which were broke down into three steps of pre-class, in-class, and post-class, and then the results were recorded and sorted for analysis. The differences in perception on teaching and learning between professors and students were analyzed by the independent sample of t-test. The findings could be summarized as follows: Firstly, the perception on teaching and learning between professors and students showed a significant difference among the supportive service of teaching and learning and the significance and practice of instructions, in details, though the significance was higher, the practice was lower than 'yes' on average. On the other hand, in instructions, there were a significant difference in significance and practice. Professors considered the factor of university as the biggest factor, subsequently came the professor and the student. Secondly, the perception of the students on teaching and learning showed that they felt nervous through the class which led them to passively attend to all the classes. They also didn't positively asked for supportive services, which in turn led to the passive attention to teaching and learning and the inertia of teaching and learning. Thirdly, the perception of professors and students on teaching and learning showed a significant difference in the supportive service of teaching and learning and the instructions of professors. Professors and students considered the factor of university as the biggest negative factor, subsequently, in details, professors considered it in order of the factors of professor and student, while students in order of the factors of student and professor. And, as a whole, there were differences in significance and practice between professors and students, professors gave a higher point to them than students. In conclusion, the study suggests: Firstly, in order to increase the professors's practice of the supportive service of teaching and learning, they should be received training for over 20 hours before they started teaching the students. The teaching should include strategies according to the type of impairment and the micro-teaching. Secondly, in order to improve the passive attention to class caused by the students' shrinking feelings, the instruction predominantly focused on the students, the active interaction, the hand-out of class index and guidelines should be for the students in the integral environment. Thirdly, The university should run a officially established regulations which indicate 30: 1 as the rate of professor and student according to the characteristics such as the type an

목차

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

참고문헌

키워드

장애 대학생 교수-학습 교수자 인식 학습자 인식 교수법 Student with Disability in University Teaching-Learning Professor Perception Student Perception Teaching Method