장애유아 통합교육에 따른 유아특수교사의 협력교수 수행에 관한 태도 연구

• 영문명: A Qualitative Study on Early Childhood Special Education Teachers Awareness about Collaborative Teaching
• 발행기관: 순천향대학교 인문학연구소
• 저자명: 안도연(Do-Youn An) 임현숙(Hyun-Souk Lim)
• 간행물 정보: 『순천향 인문과학논총』26권, 313~342쪽, 전체 29쪽
• 주제분류: 인문학 > 기타인문학
• 파일형태: PDF
• 발행일자: 2010.08.30

국문 초록

이 연구는 통합교육 환경에서 근무하는 유아특수교사들의 협력교수에 관한 태도를 분석하고 관련 변인을 찾기 위해 수행한 질적 연구이다. 연구 대상은 서울 경기도에 위치한 장애통합유치원에 근무하는 12명의 교사로 협력교육에 관한 경험을 심층 면담하고 이를 전사하여 Strauss와 Corbin(1990)의 근거이론으로 분석하였다. 연구 결과 유아특수교사들의 협력교수에 관한 태도는 주인공 교사와 그림자 교사로 나뉘었다. 주인공 교사는 정기적인 교사 회의와 통합교육에 긍정적인 교육 기관에서 근무하면서 유아특수교사로서 역량 강화와 행복감을 경험하였다. 반면 그림자 교사들은 문제 해결을 위한 일시적인 회의와 통합교육에 무관심한 기관에 근무하면서 통합교육을 회피하거나 유아특수교사로서 무기력감을 경험하는 것으로 나타났다.

영문 초록

The purpose of this depth interview Study was to offer authentic information about collaborative teaching for disabled children. Regular early childhood special education teachers who were the significant environmental factors for the collaborative teaching were participant in this study to find out the understanding and needs for collaborative teaching in inclusive education. For this, 12 special education teachers of kindergartens located in Seoul, Kyunggi, Korea. And the researcher had in-depth interviews. This study is based on the ground theory method of Strauss and Corbin(1990). The results obtained in this study were as follows: All of them felt that they needed the collaborative teaching. However, their attitude for this was still passive and they thought they needs support for some difficulties they have faced and burden which has been imposed on them, such as an lack of collaborative teaching knowledge and cooperative environment. Thus, We should make cooperative environment. Then means lots of factors. First, it means every teacher needs to be voluntary involved in inclusive education. Second, evert teacher needs to achieve the same education objectives. Third, regular teachers and special education teachers have to be treated equally and make the collaborative decisions sharing responsibility and obligation. Lastly, regular and special teachers should improve their roles by themselves. It is necessary to be full of co-existence which is significant not only for the normal children but also for the disabled children.

목차

국문초록

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

참고문헌

ABSTRACT

키워드

collaborative teaching the ground theory inclusive education. early childhood special education teachers