본 연구는 초등 특수학습 교사들이 학습장애아를 교수하는데 있어 필요한 교수수행능력에 대해 어떻게 인식하고 있는지를 알아보고자 하였다. 이 목적을 위하여, 미국 학습장애합동위원회(NJCLD)와 특수아동학회(CEC) 기준을 참고로 우리 현실에 맞게 수정한 후 서울시내 초등학교의 특수학급 교사 226명의 중요도와 실행도에 대한 응답을 분석하였다. 그 결과, 교사들은 학습장애아 교수수행능력에 대해 전반적으로 중요하다고 인식하였으나 실행도에 있어서는 부분적으로 이루어지고 있다고 인식하였으며, 중요도와 실행도 인식간 차를 검증한 결과 실행도 인식이 중요도 인식보다 유의하게 낮은 것으로 나타났다. 교사의 배경변인(교직경력, 학력, 학습장애 연수경험)에 따른 학습장애아 교수수행능력의 중요도 인식에서는 유의한 차가 나타나지 않았으나, 실행도 인식에서는 교직경력과 학습장애 연수경험에서 유의한 차가 나타났다. 이 결과를 바탕으로 본 연구가 갖는 시사점 및 학습장애아교육 교사들의 교수수행능력을 높이기 위한 과제들을 논의하였다.
The purpose of this study was to survey the competencies of special class perceived important for their education of the students with Learning Disabilities(LD) and to what extent they perceive the competencies being practiced, and to test the differences in their perceptions of importance and practice depending on their demographic variables. For this purpose, 226 elementary special class teachers were selected in Seoul, and a questionnaire was developed on the basis of the standards suggested by NJCLD and CEC. The results of this study are summarized as follows: (1) Most of elementary special class teachers perceived that the competencies for education of students with LD were important, and that they were practicing parts of such competencies. (2) In terms of teachers' perception of importance, no significant differences were found in teachers' demographic variables such as the length of teaching career, in-service training experience on LD, and academic background. (3) In terms of teachers' perception of practice, significant differences were found in the length of teaching career and in-service training experience on LD. (4) In the comparison of important competencies with those in practice, most of the teachers perceived that they were practicing competencies less than they perceived important. In conclusion, it is deemed necessary to provide the teachers with appropriate standards for the competencies in education for students with LD, while strengthening in-service training programs for special education teachers and developing more effective tools for competency evaluation in order to improve their competencies.
(0)
(0)