초등특수교사 양성 교육과정의 분석과 개선방향

Analysis of the Special Education Teacher Training Programs of elementary school

  본 연구는 초등특수교사 양성대학 교육과정의 기본이수과목과 초등교육 관련 전공과목을 법령의 이수규정과 특수학교 교육과정, 특수교육전문가 및 특수교사들의 의견을 기준으로 분석하여 교육과정의 개선방향을 제시하는데 목적이 있다. 이를 위해 수집된 23개 대학 특수교육과 교육과정에 대해 교육부고시 2000-1호 이수규정, 학교(급) 교육과정, 특수교육전문가 및 특수교사들의 의견을 기준으로 분석하여 특수교사 양성 교육과정의 개선방향을 제시하였다. 그 결과 다음의 네가지 결론을 도출하였다. 첫째, 교육부고시 이수기준은 초등특수교사 양성기준으로 부적절하다. 둘째, 현행 초등특수교사 양성 교육과정은 교사의 수행능력을 배양하는데 한계가 있다. 셋째, 현행 졸업학점제는 우수한 특수교사를 양성하는데 한계가 있다. 넷째, 특수교사 양성 국가 표준교육과정이 운영되어야 한다.

&nbsp;&nbsp;The purpose of this study was to analyze the special education teacher training programs of elementary school based on the policies of required curriculum in the special education law and curriculum of special schools. For this process, the opinions of college faculties at the department of special education, administrators of special schools and special education teachers were investigated and analyzed. After all, this study provided strategies of improvement of curriculum of special education teacher training programs<BR>&nbsp;&nbsp;In detail, curriculums of 23 universities were collected and analyzed. A questionnaire was administered to get opinions of special education specialists; college faculties at the department of special education, administrators of special schools and special education teachers. The policies of core curriculum for special education teachers&quot; institutes in notification 2000-1 of the ministry of education and school curriculum for children with disabilities were used as criteria.<BR>&nbsp;&nbsp;Followings are the results of this study: First, the policies of core curriculum for special education teachers&quot; institutes in notification 2000-1 of The Ministry of Education are not sufficient as criteria of special education teacher training programs.<BR>&nbsp;&nbsp;Second, current special education teacher training programs have limitations in terms of training the preservice special education teachers for them to be able establish competences<BR>&nbsp;&nbsp;Third, the national level of standard on curriculum of special education teacher training programs should be developed and applied.<BR>&nbsp;&nbsp;Last, current credential programs for undergraduate students do not seem to cover sufficient credits for preparing the qualified special education teachers.