특수학급 교사의 교직 경험과 역할 적응 유형

Special education teachers' experience and how they adapt their roles in integrated settings

본 연구는 특수학급 교사의 교직 경험과 역할 적응 유형을 알아보기 위한 연구이다. 이를 위하여 특수학급에서 근무하고 있는 특수학급 교사 20명을 대상으로 심층면담을 실시하였으며, 면담 내용의 확인을 위하여 관찰 및 문서 자료 수집을 실시하였다. 본 연구는 근거이론 방법을 사용하여 수집된 자료를 바탕으로 특수학급 교사들의 교직 경험과 역할 적응 유형을 알아보았다. 특수학급 교사의 교직 경험은 ‘특수학급교사로 살아가기’에 관한 이야기로 나타났으며, 역할 적응 유형은 ‘적극적 대처형’, ‘현실적 대처형’, ‘현실 안주형’, ‘무기력형’의 네 가지 유형으로 설명할 수 있었다. The purpose of this study is to understand the experiences and the types of special education teachers who teach students in resource rooms. The study participants included 20 special education teachers who teach students in resource rooms. The data was collected using multiple methods. Specifically, the researcher transcribed each interview, observed participants, and wrote observation journals, as well as collected copies of relevant documents. The interviews were the primary sources of data to be analyzed, while the observation journals and collected copies of documents were used to verify the interview data. Applying the analysis method suggested by Strauss and Corbin (1998; 2015), the following results were obtained. First, as a result of the experience of teaching, a narrative for 'living as special education teachers' was derived. Second, special education teachers were categorized into the following four types: (a) teachers who actively deal with situations or problems, (b) teachers who realistically deal with situations or problems, (c) teachers who have complacent attitudes on dealing with problems, and (d) teachers who are slow in dealing with problems.