특수학급 교사들의 주요 교직 활동 구성 및 관계의 양적 분석

Abstract

This study analyzed the daily routine of current special teachers working in special classes at general schools. Eight people participated in the study, including one male teacher (12.5 percent) and seven female teachers (87.5 percent). This study took them twice a week to investigate and analyze major teaching activities in schools for a total of eight weeks using a 10-minute time recording method. The daily activities of special teachers were analyzed in six areas. First, the time spent on individual-led activities(classes, class preparation, IEP evaluation, life guidance, and training) was the highest at 47.5%. Since then, 22.3% of administrative work and business trips, 7.4% of cooperative activities, 5.6% of activities for integrated education, 2.6% of social integration activities, and 14.4% of other activities. Second, it was found that some activities differ depending on the a major variable of the special teachers. For more than 10 years, the proportion of administrative work in groups and junior high schools was high. Third, it was found that the amount of administrative work had a negative effect on major teaching activities. Fourthly, the daily routine of special teachers working at special classes and special schools showed similarities in research purposes and research questions, and differences in research methods and research tools. In the discussion, we discussed the impact of excessive percentage of time spent on class and life guidance, insufficient time spent on class preparation and IEP evaluation, the need to secure time for social integration activities, negative effects and countermeasures.