특수학교 진로전담교사의 교수역량 강화 방안: 전문가 델파이 조사를 중심으로

Special school career teacher Measures to strengthen teaching capabilities: Focused on expert Delphi survey

목적 본 연구는 특수학교 진로전담교사의 교수역량 강화 방안에 관련하여 전문가 패널의 합의를 통해 분석한 선행연구를 델파이 조사방법으로 도출한 교수역량과 하위요인들에 대하여 제언하는데 목적이 있다. 방법 특수학교 진로전담교사의 교수역량 강화 방안에 대한 선행연구들 중 학위논문은 국회도서관, RISS(학술정보연구서비스)를 통해 검색하였으며, 전문검색 사이트인 KCI(한국학술지인용색인), DBpia(누리미디어), KISS(학술데이터베이스) 등을 조사 분석하여 진로상담 및 특수교육 관련 전문가 패널을 대상으로 델파이 조사 방법으로 교수역량과 하위요인을 도출하였다. 결과 특수학교 전문상담고사, 진로전담교사 등 특수교육대상자 진로교육 및 특수교육 관련 전문가 패널 15명을 대상으로 1차~3차 설문 조사한 결과 6개의 교수역량과 53개의 하위요인이 도출되었다. 교수역량은 진로심리검사 역량, 진로교육 및 진로상담의 이해, 장애학생 유형별 상담프로그램 역량 제고, 업무 정체성 확립 및 전문성 제고 역량, 진로상담 역량, 진로전담교사 직무수행 지원환경 구성 역량 등을 도출하여 특수학교 진로전담교사의 교수역량 강화 방안을 분석하여 타당성 및 신뢰성을 확보하였다. 결론 본 연구를 통하여 진로전담교사 양성 과정의 진로교육 컨설팅 기초자료로 활용되거나 자격연수 교육기관의 교육과정 개발 지침으로 사용되고, 나아가 특수교육대상 학생들의 진로상담 및 진로교육에 기여할 것으로 기대된다.

Objectives The purpose of this study is to suggest teaching capabilities and sub-factors derived through the Delphi survey method from previous research analyzed through consensus of an expert panel regarding ways to strengthen the teaching capabilities of career teachers in special schools. Methods Among the previous studies on ways to strengthen the teaching capabilities of career teachers in special schools, theses were searched through the National Assembly Library and RISS (Study Information Research Service), and specialized search sites such as KCI (Korean Journal Citation Index) and DBpia (Nuri Media), KISS (academic database), etc. were researched and analyzed to derive teaching capabilities and sub-factors using the Delphi survey method targeting a panel of experts related to career counseling and special education. Results As a result of the 1st to 3rd survey of a panel of 15 experts related to special education and career education for special education subjects, including special school professional counseling testers and career teachers, 6 teaching competencies and 53 sub-factors were derived. Teaching capabilities include career psychological testing capabilities, understanding of career education and career counseling, enhancing counseling program capabilities for each type of disabled student, capabilities for establishing work identity and enhancing expertise, career counseling capabilities, and capabilities for structuring a support environment for career teacher job performance. We analyzed measures to strengthen the teaching capabilities of school career teachers and secured validity and reliability. Conclusions Through this study, it is expected to be used as basic material for career education consulting in career teacher training courses or as a guideline for curriculum development at qualification training institutions, and further contribute to career counseling and career education for students in special education. In addition, based on this study, we hope that it will be used in various studies and contribute to the career counseling capabilities of not only career teachers, but also managers of special schools, special education teachers in charge of careers, and homeroom teachers.