초등 학습지원 대상학생 개별화수업에서의 교육내재와 교육외재 분석

An Analysis of Intrinsic and Extrinsic aspects of Education in the Individualized Instruction for Elementary Students Requiring Learning Support

This study is based on the premises of the theory of educative frame which considers education a voluntary and active experiential process striving for the enhancement of humanity. Within the context of individualized instruction for elementary students requiring learning support, this study distinguishes elements within and outside the boundaries of education as intrinsic and extrinsic education, respectively. We employ the analytical framework of the endogenous theory of education to identify whether students involved in individualized instruction and whether teachers engaged in descending education. Through this analysis, the study aims to distinguish and identify the components of intrinsic and extrinsic education within individualized instruction for elementary students requiring learning support and to provide insights for teachers or researchers involved in planning and implementing individualized instruction. The results confirm the presence of both intrinsic and extrinsic education. However, this study has a limitation in that the basis of interpretation may not be entirely clear. Students exhibited some traits of the intrinsic education, and it can be inferred that teachers possessed almost of all traits except ‘verification through others’ growth’.