일반교사 양성과정에서 특수교육과 관련된 교과목 및 교직소양 과목 운영의 실태

Abstract

In order to provide the basic data to improve the general education teacher fostering system and structure conforming to the site demand and circumstance by investigating the operating status of the curriculum related to the special education and the subject of the curriculum for teaching profession in the general teacher fostering institute and by reflecting the alteration of the special education's environment on the general education teacher fostering structure, this research investigated it through the questionnaire, consulting by phone and visitation to the homepage per organization. The results acquired through this research are as follows. Firstly, the curriculum related to the special education and the subject of the curriculums for teaching profession are established in all the fostering institutes for the elementary school teacher before and after announcement/revision of the detailed standards for acquirement of the qualification of the teaching profession, and the preliminary teachers have taken such course, but the subject of the curriculum for teaching profession related to the special education was established as the compulsory course for teaching profession in most of the fostering institutes for secondary school teachers only such announcement/revision. As they shall legally take the subject for teaching profession related to the special education in most of the teacher fostering institutes after its revision, it could confirm the change of the special education's position and all the fostering institutes for elementary/secondary school teacher formally taught the vast contents of the special education for a short period, which is 2 credits within 16 weeks. Secondly, looking into the teacher fostering institutes establishing the special education department and the ones not establishing it, even if the special education department is established, the curriculum related to the special education before announcement/revision was not established in most of the teacher fostering institutes, and they established and taught the subject of the curriculum for teaching profession such as understanding of the special children and the introduction of special education and etc. by utilizing the full-time teachers in the special education department after announcement/revision. And in the fostering institutes without the special education department, the part-time lecturer, who is majored in the special education, taught most of the subject of the curriculum for teaching profession after announcement/revision. Thirdly, looking into the undergraduate studies and the course of the graduate school of education of the fostering institute for secondary school teacher, above the second students take the curriculum related to the special education before announcement/revision of the detailed standards for acquirement of the teacher qualification during the undergraduate studies as the optional course with 2 or 3 credits, but as for the course of the graduate school of education, most of them can not acquire the full-time instructors and the part-time instructors are teaching it as the subjects of the curriculum for teaching profession were established after announcement/revision. Some proposals are presented as follows, being based on the results appeared through this research. Firstly, it shall be systematically supported as the preliminary general teachers can be put in the integrated educational site with the actual and essential knowledge by increasing the compulsory completion credits of the curriculum related to the special education and the subject of the curriculum for teaching profession. Secondly, the teacher fostering institute not acquiring the full-time instructor shall surely acquire the one majored in the special education. Thirdly, at the time when the subject of the curriculum for teaching profession is completed in all the teacher fostering institutes, the comprehensive research shall be made with the more various contents and objective.