반성적 사고를 통한 특수교사의 교수내용지식(PCK) 변화 탐색

Exploring on Changes of Pedagogical Content Knowledge of Special Education Teachers through Reflective Thinking

이 연구는 반성적 사고를 통해 특수교사의 PCK가 어떻게 변화하는지 알아봄으로써 PCK가 특수교사의 수업 전문성에 어떤 영향을 주는지 살펴보고자 하였다. 이 연구를 위하여 특수교사 2명을 대상으로 실행연구를 실시하였다. 이 연구의 연구결과는 다음과 같다. 첫째, 반성적 사고를 통해 특수교사의 수업 내용 지식이 변화하였다. 둘째, 반성적 사고를 통해 특수교사의 수업 방법 지식이 변화하였다. 셋째, 반성적 사고를 통해 특수교사의 장애 학생의 특성에 대한 지식이 변화하였다. 넷째, 반성적 사고를 통해 특수교사의 학습 환경 지식이 변화하였다. 다섯째, 반성적 사고를 통해 특수교사 자신에 대한 지식이 변화하였다.

The purpose of this study was to explore how PCK of special education teachers was changed in mathematics class applying reflective thinking. Therefore, in this study, a qualitative method in which research was performed through in-depth interviews and diversified data after observing classes of research participants rather than a statistical experiment or survey was implemented. For this research, 2 novice special education teachers having educational career of 2 years were selected as research participants and relevant data was collected through class observation, in-depth interview, colleague coaching, and journal writing, and collected data were analyzed by using Nvivo 10. The results deduced through this process were as follows. First, in the class applying reflective thinking, class content related knowledge of special education teachers was changed. Second, in a class applying reflective thinking, teaching method related knowledge of special education teachers was changed. Third, in a class applying reflective thinking, knowledge of students' understanding of special education teachers was changed. Fourth, in a class applying reflective thinking, knowledge of learning environment of special education teachers was changed. Fifth, in a class applying reflective thinking, an opportunity of being able to newly understand the position of special education teachers themselves was provided. As the results, special education teachers recognized that class atmosphere could be changed by the change of themselves and in actual class setting, they felt joy of class by experiencing an image of the students who actively participated in class and engaged in school activity positively.