Teachers' Perceptions of Competencies Needed for Working in Inclusive Early Childhood Programs

유아통합교육프로그램의 일반교사와 특수교사가 갖추어야 할 자질에 대한 교사들의 인식 - 미국 교사를 중심으로

The purpose of this study was to determine early childhood education(ECE) and early childhood special education(ECSE) teachers' perceptions of (a)important teacher competencies needed for working in inclusive early childhood programs and (b)current levels of these competencies. Sixty-two ECE teachers and 77 ECSE teachers responded to the survey developed for this study. There were no differences between the ECE teachers and ECSE teachers in the ratings of importance of the competency domains. However, the ECSE teachers had significantly higher perceptions than the ECE teachers of their self-proficiency on competencies related to child development, curriculum and instruction, assessment procedures, working with other adults, and professionalism. Both the ECE and ECSE teachers perceived the greatest need for further training in competencies related to assessment procedures and working with families and other adults.