PBL에 기반한 예비통합교사의 자질 탐색

Exploring the Qualities of Pre-inclusive Teachers Based on PBL

본 연구는 PBL에 기반한 특수교육학개론을 수강한 예비교사에게 통합교사가 지녀야 할 자질 측면에서 나타나는 변화를 탐색하려는 목적에서 진행되었다. 연구대상은 1, 2학년 대학생 23명으로 2019년 9월 초부터 12월 중순까지 진행하였다. 학습자의 수업 준비 활동지, 성찰일지, 수업 평가지, 교수 성찰일지를 연구자료로 사용하였다. 수집된 연구 자료를 통합교사의 지식, 능력, 태도의 세 가지 자질 측면에서 내용을 선정하고 그 의미를 분석하였다. 연구결과, 예비교사는 지식 측면에서 특수아동에 대한 이론적 지식을 습득하고 통합교사의 역할을 인지하였으며, 능력 측면에서 교수효능감이 증대되고 의사소통을 통한 문제해결력 향상을 보였으며, 태도 측면에서 장애인식이 개선되고, 공동체감 형성을 통한 통합 학급분위기 조성에 기여하는 것으로 나타났다. 이러한 분석 결과를 토대로 예비통합교사로서의 자질을 함양하는 데 도움이 되는 교육적 함의를 제공하고자 한다.

This study was conducted to explore how applied classes in Problem-Based Learning(PBL) affect the quality of prospective teachers in terms of inclusive teacher qualifications. The study subjects were 23 university freshmen and sophomores, and the research was conducted from early September to mid-December 2019. Data were collected through learners’ class preparation activities, reflective journals, a class evaluation sheet, and professors’ reflective journals. A process of finding common content in the data and interpreting its meaning, in accordance with the comparative analysis method, was conducted based on the collected information. Among the data collected in terms of the three qualities of the integrated teacher’s knowledge, ability, and attitude, the contents related to the subject were selected and their meaning was analyzed. The study found that preliminary teachers acquired theoretical knowledge of special children in terms of knowledge and recognized the role of integrated teachers, showed increased teaching efficacy and improved problem-solving skills through communication in terms of ability, improved awareness of the disabled in terms of attitude, and contributed to creating an integrated class atmosphere through the formation of a sense of community. The findings revealed that PBL classes help to enhance the quality of prospective inclusive classroom teachers and suggests directions for professors seeking classes in which learners participate in learning as active subjects.