누리과정에 대한 유아특수교사들의 관심과 활용에 관한 연구

Abstract

ABSTRACT

A Study on Early Childhood Special Education Teachers’ Concern and Utilization of the Nuri Curriculum.

By Ah-ra Cho Advisor : Prof. Jeongyoun Kim Major in Special Education Graduate School of Education, Chosun University

The purpose of this study is to search plans that early childhood special education teachers would be more concerns about and make good use of the Nuri Curriculum by searching into early childhood special education teachers’ concerns and utilization and difficulties of utilization about the Nuri Curriculum and investigating difficulties according to individual background variables of teachers. The research subjects of this study are as follows: First, how about the concerns of early childhood special education teachers about the Nuri Curriculum? Second, how about the level of utilization of early childhood special education teachers about the Nuri Curriculum? Third, how about the relation between concerns and the level of utilization of early childhood special education teachers about the Nuri Curriculum? Fourth, how about the difficulties of early childhood special education teachers about the utilization of the Nuri Curriculum? In this study, it was carried out a survey targeting 112 early childhood special education teachers who educate children who needs special education in kindergarten class in special school, early childhood special school, special class in kindergarten and day care center for special children of the entire country. To examine concerns and utilization of early childhood special education teachers about the Nuri Curriculum, ‘the stages of Concerns Questionaire’ which was developed by the R&D Center for Teacher Education of the University of Texas and ‘the Utilization Level Questionnaire’ which was developed by Moore and his colleagues(1984) was modified and supplemented by Hyeon, Sang Won(2013) according to the Nuri Curriculum and remodified and used according to the actual field of early childhood special education. SPSS 22.0 program was used to process the collected data and it was carried out frequency, percentage, average, standard deviation, chi-squared test, one-way analysis of variance, Scheffé test, matching sample t-test, independent same t-test. The results of this study are as follows: First, as for the concerns of early childhood special education teachers about the Nuri Curriculum, it was analyzed that it was appeared highest at the stage of informational concern which is the first stage. Next, it was appeared in the order of the sixth stage, the stage of alternative concern; 0 stage, the stage of indifference; the third stage, the stage of operational concern; the second stage, the stage of individual concern. And it was appeared that variables which are individual backgrounds of teachers such as age, career, academic background, qualification, types of established institutions, types of institutions, composition of class age, and pass or fail to complete the training of the Nuri Curriculum etc had no effect on the concerns of teachers. Second, as for the general utilization level of early childhood special education teachers about the Nuri Curriculum, it was appeared to use fluently. It was appeared to utilize in the order of content area, material area, method area, basic and composition direction area, goal area, and evaluation area by dividing according to the component area and it was appeared that it had effects on variables of age, career and academic background among individual backgrounds of teachers. Third, by examining the relation between concerns and utilization level of early childhood special education teachers about the Nuri Curriculum, it shows significance difference statistically. Especially, it shows significant difference in the content area and method area in the sub component areas. Fourth, by examining the difficulties that early childhood special education teachers experience to utilize the Nuri Curriculum, it was appeared that they would feel difficulties more than average in general. As for the individual backgrounds of teachers, the variable of career was influenced and it was appeared that the difficulties to utilize the Nuri Curriculum depend on the length of career. The discussion and proposals of this study are as follows: First, it was possible to know that teachers wanted to know about the detailed contents of the Nuri Curriculum at the actual field of education through concerns of early childhood special education teachers. It is required to suggest correct information of the Nuri Curriculum related to this and to support such as presenting concrete examples to carry out the Nuri Curriculum etc. Second, it was appeared to utilize the content area of the Nuri Curriculum related to the utilization level of the Nuri Curriculum fluently but it showed low levels to utilize the evaluation area relatively. Therefore, it is required to assist early childhood special education teachers to utilize and evaluate actively through teacher training related to the evaluation of the Nuri Curriculum. Third, as it was examined the relation between concerns and utilization level, the utilization level was higher as the concern level was higher in the previous studies, but in this study, the utilization level at the second stage, the stage of individual concern was higher and the utilization level at the sixth stage, the stage of alternative concern was rather lower. Fourth, it has been experienced difficulties above the average to utilize the Nuri Curriculum, so it is required advices and guidance of experts of early childhood special education teachers and consistence teacher training and self-motivated study club for the curriculum of early childhood special education teachers to overcome the difficulties. As for the proposals of this study, it is required study according to the types of disability of children who need special education and study according to forms of integrated education rather than dividing into integrated institution and non-integrated institution. And there are many teachers who do not have a certification as an early childhood special education teacher among teachers who teach children who need special education in the actual field of education, so it is required to investigate and analyze by including those teachers.