참관 실습 전·후 예비특수교사로서의 특수교육에 대한 인식 변화

Perception Change on Special Education As a Student Special Education Teacher : Before and After Participated Teaching Experiencing

본 연구는 예비특수교사로서 교사양성과정에서 수업을 이수하는 학생일 때에 이론적으로 생각하던 특수교육에 대한 인식이 참관실습이라는 현장경험을 하고 난 이후에 어떻게 변화되는지를 살펴보는데 그 목적이 있다. 연구대상자들은 P대학교 3학년 21명의 예비특수교사들로서, 연구자가 제작한 구조화된 8가지 질문을 참관 실습 전후에 제시하여 자신의 의견을 자유롭게 기술하도록 하였다. 수집된 자료는 참관실습 전후 인식이 어떻게 변화하였는지 질적으로 분석자 삼각측정법을 이용하여 결과를 분석 및 해석하였다. 연구결과는 예비특수교사들의 경우 참관실습을 하기 전에는 특수교육 전반에 대한 8가지 질문에 대하여 막연히 사랑, 인내심과 같은 정의적 요소가 장애아동을 교육하는데 가장 중요한 요소가 될 것이라는 막연한 대안이나 내용들을 제시한 반면, 참관 실습을 다녀 온 후에는 수업기술의 중요성, IEP작성의 필요성, 교육공학활용 등과 같은 보다 교육현장에서 실질적으로 필요한 것으로 여겨지는 현실적인 대안들을 구체적으로 제시해 주었다. 이러한 연구결과는 예비특수교사들에게 참관 실습이 보다 긍정적으로 작용하고 있음을 보여주었고, 향후 교육적으로 의미 있는 실습이 되기 위해서 보다 예비교사의 반성적 사고를 유도할 수 있는 참관실습이 될 수 있도록 교사교육자의 노력이 필요함을 시사 받을 수 있었다.

This study in intended to investigate how the perception as a pre-special education teacher which is just ambigurous before doing participated teaching experience is changed after participation. It was found that , After Participating Teaching Experiencing, they got to have deeper understanding of special education and at the same time had more sincerity in trying to provide a variety of alternatives. In addition, they can learn lived education experience based on the special education field. Accordingly, it is required for the would be special education teachers to more adapt themselves to field from the days of pre-service teacher, and to use the participated teaching experiencing as a momentum for active participation as an pre-special education teacher. the participated teaching experiencing during pre-service teacher is useful for them to lessen gap between reality and theory on special education. This study in intended to investigate how the perception as a pre-special education teacher which is just ambigurous before doing participated teaching experience is changed after participation. It was found that , After Participating Teaching Experiencing, they got to have deeper understanding of special education and at the same time had more sincerity in trying to provide a variety of alternatives. In addition, they can learn lived education experience based on the special education field. Accordingly, it is required for the would be special education teachers to more adapt themselves to field from the days of pre-service teacher, and to use the participated teaching experiencing as a momentum for active participation as an pre-special education teacher. the participated teaching experiencing during pre-service teacher is useful for them to lessen gap between reality and theory on special education.