장애학생 지도 경험을 통한 예비특수교사의 교수 효능감 및 인식 변화

Changes in Prospective Special Education Teachers’ Teaching Efficacy and Perceptions through Experiences in Guiding Students with Disabilities

이 연구에서는 예비특수교사의 장애학생 지도 경험 전후의 교수 효능감 및 인식 변화를 확인함으로써 향후 예비특수교사 양성과정에서의 효율적인 학교현장실습 방안에 대한 시사점을 탐색하고자 하였다. 이를 위해 U대학교 특수교육학과에 재학하고 있는 25명의 학생을 연구 참여자로 선정하여 장애학생 교육지원 프로그램 참여 전후의 평균차 검증을 실시한 후 교수 효능감의 변화를 살펴보았고, 연구 참여자 중 5명을 선정하여 심층면담을 실시하고 그 결과를 분석하였다. 연구 결과, 예비특수교사의 전체 교수 효능감이 프로그램 참여 후 향상되어 장애학생 교육지원 프로그램은 예비특수교사들의 교수 효능감에 긍정적 영향을 미쳤다. 5명을 대상으로 한 심층면담 분석 결과, 장애학생 지도 경험 후 학생의 특성을 고려한 수업전략을 적용하고, 학생의 장점을 활용한 학부모 상담, 그리고 대화와 질문을 통한 동료교사와의 협업이 가능해졌으며, 특수교육전공에 대한 정체성이 확립되었다는 결과를 얻었다.

In this study, we aimed to explore insights for effective on-site training strategies in prospective special education teacher preparation programs by examining changes in teaching efficacy and perceptions of prospective special education teachers before and after their experiences in instructing students with disabilities. For this purpose, we selected 25 students enrolled in the Special Education Department at University U as research participants. We conducted a paired-sample t-test on the average differences before and after their participation in a program supporting education for students with disabilities to examine changes in teaching efficacy. Additionally, we selected 5 participants for in-depth interviews and analyzed the results. According to the research findings, the overall teaching efficacy of prospective special education teachers showed improvement in the post-assessment compared to the pre-assessment results. This suggests that the program for instructing students with disabilities had a positive impact on the teaching efficacy of prospective special education teachers. The analysis of in-depth interviews with the 5 participants revealed that, following their experiences in instructing students with disabilities, they were able to apply teaching strategies that considered the characteristics of individual students. Moreover, they engaged in parent counseling utilizing students’ strengths, and they reported improved collaboration with fellow teachers through dialogue and questioning. The results also indicated a solidification of identity in the field of special education as a consequence of the experiences gained.