행동중재 전문가 양성 교원연수 프로그램의 효과 분석

Analysis of the Effectiveness of Behavior Intervention Specialist Training Program

본 연구는 ‘2024 장애학생 행동중재 전문가 양성과정 직무연수’의 효과성을 분석하는 데 목적이 있다. 이 교원연수 프로그램은 특수교사의 행동중재 전문성을 향상시키기 위해 2021년부터 P대학교 사범대학 부설 교육연수원이 시도교육청으로부터 위탁받아 운영되었다. 연수 프로그램은 150시간의 기초 과정(원격연수), 심화 과정(집합연수), 실습 과정(원격연수)으로 구성된 현장적용형 혼합형 연수 과정으로 개발되었고, 약 6개월 동안 총 189명의 교사가 참여하였다. 본 연구는 사전-사후 설문조사를 통해 특수교사의 행동중재 절차 실행도, 교사효능감, 학급관리기술의 변화를 비교하였다. 또한 교원연수 성과평가 설문조사를 통해 연수 만족도와 현업적용도를 분석하였다. 사전-사후 설문조사 결과, 첫째, 특수교사의 행동중재 절차 실행도, 교사효능감, 학급관리기술이 사전-사후 간 통계적으로 유의미하게 향상되었다. 둘째, 연수 종료 후 특수교사의 만족도와 현업적용도 전체 평균이 매우 높게 나타났고, 연수 참여 소감을 질적으로 분석한 결과, 양적 연구 결과를 뒷받침하는 근거를 확인하였다. 본 연구 결과를 바탕으로 향후 행동중재 전문가 양성을 위한 효과적인 교원연수 프로그램의 질 제고 방안을 논의하였다.

This study aims to evaluate the effectiveness of the ‘2024 Training Program for Behavior Intervention Specialists for Students with Disabilities’ by measuring improvements in teachers’ intervention procedures, efficacy and classroom management skills. This teacher training program has been conducted since 2021 by the College of Education’s Teacher Training Institute at P University, commissioned by the Provincial Office of Education, to enhance special education teachers’ expertise in behavior intervention. The training program consisted of a 150-hour blended learning course, including a foundational course (online training), an advanced course (in-person training) and a practicum course (online training), designed for practical application in the field. A total of 189 special education teachers participated in the program, which lasted approximately six months. This study employed a pre- and post-survey design to compare changes in special education teachers’ implementation of behavior intervention procedures, teaching efficacy and classroom management skills before and after the training. Additionally, a program evaluation survey was conducted to assess participants’ satisfaction with the training and its practical applicability in their professional settings. Based on the results of the pre- and post-surveys, first, special education teachers showed statistically significant improvements in the implementation of behavior intervention procedures, teacher efficacy and classroom management skills. Second, after the completion of the program, both overall satisfaction and workplace applicability among special education teachers were found to be very high. A qualitative analysis of participants’ reflections and suggested improvements supported the quantitative findings. Based on these results, this study discusses strategies for enhancing the quality of teacher training programs aimed at cultivating experts in behavior intervention.