최근들어 통합교육의 확대 차원에서 특수교사의 일반학교 배치가 확대되고 있는데, 이들 학교 에는 교원양성기관을 갓 졸업한 교사가 주로 배치되고 있다. 이 연구는 임용고사를 거쳐 특수교 사로 임용되어 일반 초등학교에 신규로 배치된 초임교사의 교직사회화과정을 분석하는데 목적이 있다. 연구를 위하여 전남지역의 초등학교에 근무하는 교직경력 3년이하의 초임특수교사 15명을 두 집단으로 나누어 집단면접을 실시하였으며, 이들 중 8명의 집중면접대상자를 선정하여 심층면접 을 실시하였다. 연구에 따르면 초등학교에 배치된 초임특수교사들의 교직사회화과정은 일반교육이라는 주류문 화속에서 소수집단으로서의 특수교사의 정체성을 확립해가기 위한 노력의 과정으로 이해될 수 있다. 이 과정에서 초임특수교사들이 사용하는 대응전략은 차이와 양보의 전략이다. 차이의 전략 을 통해서 초임특수교사들은 자신의 역할과 일반교사의 역할이 다름을 주류문화속에 분명히 드 러낼 뿐만 아니라, 자기 스스로 역할을 공고화해 나간다. 또한 양보의 전략을 통해서 그들은 일 반학교내에서 특수교육에 대한 지원과 협력을 촉진시킬 수 있는 우호적인 세력을 확보해간다고 할 수 있다.
The purpose of this study was to describe the occupational socialization of beginning special education teachers who were served in elementary schools. In order to pursue the study purpose, a review of literature and an ethnographical interview were made with 15 teachers who had served in chonnam elementary schools. The findings of the study were as follows; First, beginning special teachers who were served in elementary schools experienced conflicts between the idealistic view and the realistic view of teaching profession. Teachers' view of idealistic teaching profession was transformed with their service area. Second, when beginning special teachers who were served in elementary schools got into school, they attempted to draw a sharp line between general education and special education. Their attempts were understood as strategies for getting their identities of special education teachers. Third, beginning special teachers who were served in elementary schools considered their specialties should be strengthened in order to wipe out general teachers' skeptical view on the educability for the disabled. Fourth, in the process of formation of their specialties, beginning special teachers who were served in elementary schools were favorably influenced by the outside special education teachers. Fifth, beginning special teachers who were served in elementary schools made used of the strategy of concession in order to adapt themselves to mainstream school culture. In conclusion, the occupation socialization of beginning special education teachers who were served in elementary schools could be understood as a process of special teachers' struggles against the general teachers centered teaching profession culture.
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