예비교사들의 장애학생 고등교육 정책에 대한 인식 비교

Pre-service Teachers" Recognition about Policies of Higher Education for Students with Disabilities

  본 연구는 예비교사들의 현행 장애학생 고등교육 정책에 대한 인식의 정도를 비교하는데 목적을 두고 있다. 본 연구는 초등학교 교사 양성과정과 중등학교 교사 양성과정의 일반교육 예비교사와 특수교육 예비교사 179명을 대상으로 현행 장애학생 고등교육 정책에 대한 인식을 조사하고, 이원변량분석을 통해 전공학교과정간, 전공교육분야간 차이를 검증하였다. 본 연구의 결과 예비교사들은 현행 고등교육 정책을 형평성, 적절성, 효율성, 시급성으로 순으로 인식하고 있으며, 초등학교 예비교사들이 중등학교 예비교사들보다, 특수교육 교사들이 일반교육 교사들보다 대체로 현행 장애학생 고등교육 정책의 형평성, 적절성, 효율성, 시급성에 대한 인식이 높은 것으로 나타났다. 그러므로 예비교사들은 전공학교과정과 전공교육분야에 따라 어느 정도 차이를 나타내지만, 대체로 현행 장애학생 고등교육 정책을 형평성이 높은 정책이나 그렇게 시급하지 않은 정책으로 인식하고 있다고 할 수 있다.

&nbsp;&nbsp;The purpose of this study is to compare pre-service teachers&quot; recognition about policies of higher education for students with disabilities. To achieve the purpose of study, this study was administrated rating scales on policies of higher education for students with disabilities with 179 pre-service teachers. They are composed of general education pre-service teachers and special education pre-service teachers in primary school teachers of university of education and secondary school teachers of university of education from 3 universities in nationwide. To compare pre-service teachers&quot; recognition differences about policies of higher education for students with disabilities. this study test the differences between groups using two way ANOVA. The results of this study are as follows.<BR>&nbsp;&nbsp;First, pre-service teachers&quot; recognition about equity of policies of higher education for students with disabilities is extremely high. And primary school pre-service teachers&quot; recognition about that is higher than that of secondary school pre-service teachers&quot;.<BR>&nbsp;&nbsp;Second, pre-service teachers&quot; recognition about appropriateness of policies of higher education for students with disabilities is so high. And primary school pre-service teachers&quot; recognition about that is higher than that of secondary school pre-service teachers&quot;.<BR>&nbsp;&nbsp;Third, pre-service teachers&quot; recognition about efficiency of policies of higher education for students with disabilities is high. And primary school pre-service teachers&quot; recognition about that is higher than that of secondary school pre-service teachers&quot; and special education pre-service teachers&quot; recognition about that is higher than that of general education pre-service teachers&quot;, too.<BR>&nbsp;&nbsp;Fourth, pre-service teachers&quot; recognition about urgency of policy of higher education for students with disabilities is high. And primary school pre-service teachers&quot; recognition about that is higher than that of secondary school pre-service teachers&quot;.<BR>&nbsp;&nbsp;Therefore, pre-service teachers make the differences between primary school pre-service teachers and secondary school pre-service teachers, and between general education pre-service teachers and special education pre-service teachers. However, in many cases, they recognize current policies of higher education for students with disabilities as a policies of high equity but that&quot;s not a urgent policies.