• 한국보육지원학회지
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• 제18권6호
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• pp.101-126
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• 2022

Objective: The purpose of this study was to investigate the implementation experiences of the 「2019 revised Nuri curriculum」 of early childhood education teachers and special education teachers at inclusive child care and education centers. Methods: Individual interviews with 14 teachers at seven inclusive settings in Seoul were conducted. The collected data were transcribed, and six categories and 42 sub-themes in early childhood education teachers and six categories and 37 sub-themes in special education teachers were derived through qualitative-comparative content analysis. Results: The teacher in-service education conducted prior to the implementation of the 「2019 revised Nuri curriculum」 gave substantial aid in the applied practices of cases. The perceptions of teachers related to the 「2019 revised Nuri curriculum」 were heightened. The inclusive settings had been changed according to the principles of play, case, and children's interest. As the 「2019 revised Nuri curriculum」 progressed, children also changed. The implementation of the 「2019 revised Nuri program」 allowed the positive and the negative experiences to coexist at the inclusive settings. For the successful implementation of the 「2019 revised Nuri curriculum」 , calls for the improvement of the child care and education center and national level must be stressed. Conclusion/Implications: Based on the results, discussions and recommendations were presented to solve the difficulties.

• Educational Technology International
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• 제12권2호
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• pp.135-151
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• 2011

Recently, a wide variety of studies on future learning have appeared owing to rapid advances in information and communication technology (ICT) and increased discussion about core competencies in twenty-first-century learning. These studies, though insufficient in number, cover various fields such as architecture (design of the learning space), education (learning model), and technology (adaptation of mobile devices). However, these studies focus on mainstream students and do not discuss the future situation of inclusive education with regard to both mainstream and students with physical disabilities. Hence, in order to fill this gap, the present study explores the perceptions and ideas held by special education preservice teachers on the future learning space with regard to school design and peer-to-peer feedback. For this purpose, these preservice teachers' design proposals about future school were collected and analyzed. In conclusion, special education preservice teachers perceive the future learning space as an inclusive environment in which smart technology is incorporated. Future learning environment were categorized in terms of flexible, ubiquitous technology, physical and mental health, safety, and spaces with facilities for students with physical disabilities.

• 한국과학교육학회지
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• 제15권1호
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• pp.68-72
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• 1995

This is very important to know teachers' and children's scientific knowledge, scientific inquiry skills and cognitive abilities for better education of children. The subjects of this study are about 60-150 in each group. There are instruments used ; To test scientific knowledge a test is developed by the author. To test scientific inquiry skills, the test developed by Eun Kyung Yong is used. To test cognitive abilities, GALT, short version is used. There are results; Firstly, inservice teachers' scientific knowledge is better than preservice teachers', which is better than children'. Secondly, inservice teachers' scientific inquiry skills nearly equal preservice teachers', which are better than children'. Thirdly, preservice teachers' cognitive abilities nearly equal inservice teachers', which are better than children'. Fourthly, teachers' (special area-science) cognitive abilities are better than teachers' (special area-vidual art, music, physical education). Elementary teachers in Korea have fundamental abilities to teach elementary children.

• The Journal of Korean Physical Therapy
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• 제4권1호
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• pp.69-78
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• 1992

The purpose of this survey is to grasp the special school therapeutic education teachers, stress degrees in the real educational fields, and to campare the different stress degrees by the teaching responsibilities, by set by age, by the careers of special teaching profession, by his or her assiduity by the academic careers and teacher qualification, and by the reasons of stress. To perform this survey, the writer analyzed the answer sheets of the questionnairs returned by 85 special school therapeutic education teachers all over the country. The results of the analysis are as follows: First, the mean value of stress by the whole teachers was shown as endurable, and there was no difference among stress towels by the teaching responsibilities. As for the ratio of teachers confronted with the dangerous level of stress. the teachers taking charge of feebleminded school teachers the highest ratio, and those charging of deaf & dumb school teachers, the lowest. Second, the comparison by age didn't result in any difference, but in the relation of age to the handicap division there appeared meaningful differences. That is in the case of the therapeutic education theachers charging of crippled school, it revealed that the older they were, the more stress they suffered. In the case of the teachers charging of visually deaf & dumb school the tendency was opposite. The comparison by the special teaching profession careers, there showed no difference in the stress degree. The high or low academic careers didn't make any influence on the therapeutic education teachers stress degree. Third, The revealed on the highest stress degress, because reasons of relation the student's parents with students behavior.

• 한국콘텐츠학회논문지
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• 제18권12호
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• pp.547-557
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• 2018

본 연구의 목적은 프로젝트 기반 학습을 활용한 교직수업이 예비특수교사의 실천적 교수역량 강화에 미치는 영향을 알아보고자 하는 것이다. 연구결과, 액션러닝을 활용한 교사양성과정 수업을 통하여 예비특수 교사들(n = 39)의 실천적 교수역량은 평균 6.76점이 향상된 것으로 나타났다. 5가지 실천적 교수역량의 하위 척도 중에서 수업계획 및 조직(1.49점), 의사소통(1.49점), 학생과 상호작용(0.49점), 교수 학습 환경조성(2.49점), 성의와 열의(0.89점) 순으로 상승하였다. 또한, 사전-사후 대응표본 t 검정 결과 예비특수교사 들은 실천적 교수역량 총점에서 통계적으로 유의미한 향상 정도를 보였다(p < 0.01). 전체 5가지 실천적 교수역량 하위 척도 중 '교수 학습 환경 조성', '의사소통', '수업계획 및 조직'에서 예비특수교사들은 유의미한 향상 정도를 보였다. 실천적 교수역량 하위 척도 간의 상관관계는 0.64-0.90로 모두 통계적으로 유의미한 것으로 나타났다.

• 영재교육연구
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• 제9권1호
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• pp.63-84
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• 1999

This study is to examine the current problems of teaching gifted children and suggest elements(or factors) to be considered in setting up goals thereof by analyzing incumbent teachers awareness. 121 teachers were arbitrarily selected from 30 different kindergartens located in Seoul and Anyang, and they were interviewed with two parts questionnaires(or opinions) of improving current practice. The first part of the questionnaire is composed of the questions about teachers awareness of gifted children, actual state of teaching gifted children, effects of teaching in kindergarten for gifted children, and desired direction for teaching improvement. The second part of the questionnaire provided interpretation of precociousness by study habit, creativity and definitive properties and asked the number of children qualified in their classes. Since the results of the first interview as to awareness of gifted children were dismal, 40 teachers were thereafter randomly selected again, and the second interview was warranted. The results alarmingly revealed that program of teaching gifted children were barely existing even though the teachers awareness for the needs of special education for the precocious as well of study materials and programs thereof was high. In addition, the teachers familiarity of gifted children was surprisingly low. At the second interview whereby gifted children was explained, the teachers awareness of gifted children was dramatically improved to 40% in comparing with 7.4% at the first interview without explanation of gifted children. Teachers awareness of gifted children was low because of lacking direct or indirect experience of having gifted children and special programs therof in their classes as well as teachers nonchalance. Therefore not only adequate training and education of teachers, but also cultivation of qualified teachers for special programs for the precocious are obligatory. Training of incumbent teachers and determination of gifted children are prerequisite for timely discovery of gifted children and adequate education for them. Development of special education programs and diffusion are also crucial.

• 디지털융복합연구
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• 제17권8호
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• pp.131-139
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• 2019

본 연구는 지적장애 특수학교 교사들의 안전사고 실태 및 예방교육에 관한 연구를 효과적인 안전교육 방안의 목적이다. 그 결과를 요약하면 지적장애 특수학교 교사의 안전교육활동, 안전교육환경, 안전교육인식, 안전교육지식, 안전자원 및 연수경험, 내 외부요인 간에는 통계적으로 유의미한 정(+)적 상관관계가 있는 것으로 나타나 상호 보완적인 관계에 있음을 알 수 있다. 전체적으로 교사의 안전사고 경험이 기대이상 높고 교실, 계단, 강당, 놀이기구 등 장소, 시간, 유형에 따라 다양하게 발생되고 있음을 알 수 있다, 이를 예방하기 위한 안전교육 실천도 또한 안전자료와 연수경험에 안전교육 지식과 인식도, 교육활동 순으로 나타내 특수학교 교사의 안전자원과 연수경험의 기회 제공이 보다 확충되어야 할 것을 시사해 주었다.

• 수산해양교육연구
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• 제22권4호
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• pp.611-620
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• 2010

The purpose of this study was to analysis of the image of elementary school teachers on special class. The Q-methodology was used as a research method which is useful for analyzing subjectivity like as human value, attitude, belief and image. P-sample as subjects of this study was collected from 40 elementary school teacher in Busan. A data was analyzed using QUANL PC program. As a result of research, the image of elementary school teachers on special class was classified as 4 type. The 1 type was labeled the practical proponent type. The 1 type teachers highly estimate the educational importance of the special class and thought it as a place that educational possibility of children with disabilities can come true. The 2 type was labeled the passive bystander type. They are quite indifferent to the special class, and are skeptical about the educational achievement of children with disabilities. The 3 type was labeled the ideational positive type. They admit the importance of the special class, but thought that the image about the special class highly depends on the ability of the teachers who take responsibility for it. The 4 type was labeled the realistic opponent. They criticize the special class for not being the place that inclusion education for children with disabilities comes true and they are dissatisfied with the fact that ordered-curriculum for children with disabilities isn't applied at all.

• 직업교육연구
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• 제37권2호
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• pp.145-165
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• 2018

이 연구의 목적은 특수교사의 직무스트레스와 직무만족 간의 관계를 조사하여 특수교사의 직무스트레스를 파악하고, 직무만족을 높일 수 있는 적절한 방안을 제시하는 것이다. 이를 위해 2017년 8월 21일부터 9월 18일까지 약 4주간 217명의 특수교사를 대상으로 온라인 설문조사를 실시하였다. 연구문제는 첫째, 특수교사의 직무스트레스와 직무만족에 대한 배경변인별 차이를 알아본다. 둘째, 직무스트레스가 직무 만족에 미치는 영향을 분석한다. 연구결과는 다음과 같다. 첫째, 여교사가 남교사 보다 직무스트레스가 높고 직무만족이 낮으며, 국 공립학교 교사, 특수학급 교사, 근무기간이 10년 이상, 유 초등학교 교사, 특수학급 교사의 경우도 같은 양상을 보이고 있다. 둘째, 직무스트레스와 그 하위요인들은 상호 간에 유의미한 양의 상관관계를 보였으며, 직무만족과는 유의미한 음의 상관관계를 나타내고 있다. 또한 직무스트레스가 직무만족에 미치는 영향을 확인한 결과 직무스트레스가 증가하면 직무만족은 감소한다. 이러한 결과를 통해 변인별 특수교사의 직무스트레스를 파악하였으며 직무만족을 높일 수 있는 방안을 제시하였다.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제15권2호
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• pp.51-58
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• 2009

These days the trend of special education is changing from special school-based education to special class room based education, and from separated education to integrated education. In accordance with this change, special classes should be planned for multi purposes so that the class room can be used for the place of teaching and learning, guidance, job education. This research surveyed the special teachers working for 937 schools which have special classes(elementary 631, middle 217 high school 89). The result of this survey shows the different responses according to the level of the schools. For education activities, elementary and middle schools put emphasis on curriculum rather than guidance. High education, elementary school should have the places for teaching and learning, student management, play ground. Middle schools give priority to the places for individual learning, computer and practical training. High schools value the places for job education and practical training above for learning.