생존수영교육에 관한 초등특수교사의 어려움 및 개선방안 연구

Abstract

This study aimed to investigate the difficulties and improvement plans for elementary special education teachers in survival swimming education. For the purpose of the study, 2 research questions were selected. : ‘Is there difference in the difficulties of survival swimming education perceived by elementary special education teachers according to teacher variables (working environment, teaching career)?’ and ‘What is the perception of elementary special education teachers on how to improve survival swimming education?’ A total of 109 elementary school teachers including 67 elementary school teachers in special classes and 42 elementary school teachers in special schools across the country were surveyed and data were collected using an online questionnaire. The collected data were tested for reliability and validity, and frequency analysis, t-test, and f-test were performed according to the purpose of the study using the IBM SPSS 27 program. The research results obtained are as follows. First, for difficulties according to teacher variables (working environment, teaching career) in conducting survival swimming education, it is found that there are significant differences in the difficulties perceived by the elementary special education teachers according to their working environment and teaching career. For the working environment factors, the differences are assumed to be found since environment in which students with disabilities in special classes and special schools participate in survival swimming education is different, and there are differences in the characteristics and degree of disabilities of the students. Second, the perception of elementary special education teacher' on survival swimming education improvement plan was investigated focusing on education location, education time, instructional content, education target, education subject, and improvement content. For the education location, the 'community children's swimming pool' accounted for the highest portion of the responses and for the education time, it is considered that 10 hours of operating time per year is appropriate as used in the past, based on the responses that training hours should be organized annually to be 6 to 10 hours per year. For the contents of the education, the proportion of responses that ‘understanding survival swimming education (audio-visual materials)’ and ‘preventing and coping with water safety accidents (theoretical class)’ are necessary was found to be high. For the education target, the rate of responses that ‘1st to 6th grade group’ would be appropriate and ‘5th to 6th grade group’ and ‘3rd~4th grade group’ would be appropriate as the education target were found to be high. As for the number of tutors per instructor, the highest response was ‘five or less’. As for the subject of education, it was found that most responded that it would be appropriate to provide guidance by a 'swim instructor' as in the past, as it has the advantage of 'secure swimming education professionalism', while the concerns regarding the ‘lack of understanding of students with disabilities’ was shown to be substantially high. In case that special education teacher instructing the subject of guidance, it was shown to have the advantage of 'easy identification on students', but there are high concerns about 'lack of expertise in swimming education' and 'burden of safety accidents'. For the overall improvement, the response rate supporting the 'expansion of instructors and support personnel' and 'development and supply of educational programs for students with disabilities' was found to be very high.