특수교육 교사 관련 연구 동향 분석

A Trend Analysis of the Special Education Teacher Literature

이 연구는 특수교육 교사에 대한 국내 연구의 동향을 파악하고 분석하는데 목적을 두었다. 이를 위해 최근 10년간(1998년~2007년) 발간된 특수교육 관련 분야 등재 학술지 및 등재후보 학술지에 수록된 논문 중에서 해당 논문 179편을 선정하였으며 연구주제, 연구방법 및 연구대상에 따른 하위 범주별 분석을 실시하였다. 분석 결과, 첫째 특수교육 교사 관련 연구주제의 동향이 현직교사의 인식 및 자질 등의 주제에서 교사양성 관련 연구까지 확대되고 있는 것으로 나타났다. 둘째, 분석논문 70% 이상이 조사연구 방법으로 실행된 것으로 나타났으나 최근에는 질적연구, 실험연구, 검사도구개발 등 다양한 연구방법이 실행되고 있는 것으로 나타났으며 셋째, 특수학교교사 및 특수학급교사 대상에서 통합교육을 경험한 일반교사까지 연구대상 범위가 확대되고 있는 것으로 나타났다. 이상과 같은 연구 결과를 토대로 향후 특수교육 교사 관련 연구 방향 및 과제를 제시하였다.

The purpose of this study was to review and analyze current research on special education teachers. A total of 179 articles published between 1998 and 2007 across 12 different special education journals, were chosen for a review. Subjects, research methodologies, and purposes of studies were reviewed and analyzed. The results of analytic review were as follows: First, research topic areas most referred were increased, teacher awareness and quality as well as teacher preparation. Second, over 70% of reviewed research were investigation studies. Third, subjects of reviewed studies included not only special education teachers who work at special schools or resource room but also general education teachers who have working experiences at inclusion settings. From the result of this study, directions or implication for further studies and practices were discussed. The purpose of this study was to review and analyze current research on special education teachers. A total of 179 articles published between 1998 and 2007 across 12 different special education journals, were chosen for a review. Subjects, research methodologies, and purposes of studies were reviewed and analyzed. The results of analytic review were as follows: First, research topic areas most referred were increased, teacher awareness and quality as well as teacher preparation. Second, over 70% of reviewed research were investigation studies. Third, subjects of reviewed studies included not only special education teachers who work at special schools or resource room but also general education teachers who have working experiences at inclusion settings. From the result of this study, directions or implication for further studies and practices were discussed.