CHOSUN

특수학교 방과후 학교에 대한 교사의 인식과 운영실태 및 개선방안:광주,전남 지역을 중심으로

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Author(s)
표말란
Issued Date
2008
Abstract
ABSTRACT

Recognition of Special School Teachers on After-school , Its Management and Suggestions
- Centering on Gwangj and Jeonnam -

Majoring in Special Education,
Graduate School of Education, Chosun University
Author: Pyo, Mal-Ran

This study aims to identify special education teachers' recognition on after-school and its management and to present basic data for its improvement. For the purpose, this study compares special school teachers according to school types and regions, targeting special school teachers who are in charge of after-school in special schools in Gwangju and Jeonnam.

For this study, we interviewed 139 teachers who had experiences of after-school instruction in special schools in Gwangju and Jeonnam using a questionnaire. 123 copies of the answer sheets (88%) were collected, 119 copies (86%) of which we used for actual analysis.

The questionnaire used for this study was reorganized for the purpose of this study based on previous studies, for which a total of 45 questions were decided through preliminary research and discussion with our advisor.

For the analysis of the study, we carried a frequency analysis using SPSSWIN 12.0 to identify recognition on after-school, management and distribution of answers on suggestions. And to identify whether there are significant differences according to category-type variables, we carried test(Fisher`s exact test), and t-test for 5-point questions.

The results of the analysis are summarized as follows:
First, its was found that teachers' interest in and recognition on after-school was relatively high, and hoped that after-school would be expanded. The purposes of after-school they considered as most important were development of talent and specialities of the students with disabilities. They answered that the reason they took part in after-school program was to execute extra-programs. Their satisfaction in after-school was high, but they felt much energy consumption was the biggest burden. They recognized that blending of external instructors with special education teachers is desirable for after-school teachers, centering on special education teachers.
Second, in respect to the management of after-school, this study found that school heads and parents had the largest interest in it and they were also interested in how much teaching materials and tools, preparation against safety accidents, facilities and equipment are prepared. After-school programs were provided four times a week for less than 1 hours a day. The number of the program introduced were less than ten and the number of students who attended the program was 5 in a class, the largest. The programs were inclined to information&communication, art and crafts.
Third, as suggestions for future program, they answered that the program should be developed and expanded according to levels, and pointed out that negative instruction by internal teachers due to excessive tasks is a problem. To improve the expertise of after-school instructors, they mentioned the necessity of training relating to after-school and emphasized steady efforts and self-development of instructors.

Suggestions on based on the results are presented as follows: Because of limit to subjects of the study, the results of the study are not enough to be generalized to other areas, and as we depended on a questionnaire as a research tool, it may not reflect real situation of schools sufficiently, we should collect more specific and valid information.
Alternative Title
Recongnition of Special school Teachers on After-school, Its Management and Suggestions:Centering on Gwangj and Jeonnam
Alternative Author(s)
Pyo, Mal Ran
Affiliation
교육대학원 특수교육
Department
교육대학원 특수교육
Advisor
정은희
Awarded Date
2009. 2
Table Of Contents
목 차

표목차․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ Ⅰ
ABSTRACT․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ Ⅲ

Ⅰ. 서론 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ 1
1. 연구의 필요성 및 목적․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ 1
2. 연구문제 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ 4
3. 연구의 제한점 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ 4
4. 용어의 정의 ..․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ 5

Ⅱ. 이론적 배경 ...........................................................................................................6
1. 방과후 학교..............................................................................................................6
2. 특수학교(급) 방과후 학교....................................................................................16
3. 선행연구 고찰........................................................................................................19

Ⅲ. 연구방법 .................................................................................................................25
1. 연구 대상 .............................................................................................................25
2. 연구 도구 ............................................................................................................27
3. 연구 절차 ............................................................................................................28
4. 자료 처리 ............................................................................................................28

Ⅳ. 연구결과 .................................................................................................................30
1. 설립형태별․지역별 특수학교 방과후 학교에 대한 교사의 인식..............30
2. 설립형태별․지역별 특수학교 방과후 학교 운영실태..............................46
3. 설립형태별․지역별 특수학교 방과후 학교 개선방안 .........................57

Ⅴ. 논 의 ..................................................................................................................64
1. 설립형태별․지역별 특수학교 방과후 학교에 대한 교사의 인식..............64
2. 설립형태별․지역별 특수학교 방과후 학교 운영실태 ..........................67
3. 설립형태별․지역별 특수학교 방과후 학교 개선방안...............................71

Ⅵ. 결론 및 제언 ......................................................................................................73
1. 결론 ..........................................................................................................................73
2. 제언 ..........................................................................................................................75
참고문헌 ........................................................................................................................76
부 록 ................................................................................................................79
Degree
Master
Publisher
조선대학교
Citation
표말란. (2008). 특수학교 방과후 학교에 대한 교사의 인식과 운영실태 및 개선방안:광주,전남 지역을 중심으로
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4977
http://chosun.dcollection.net/common/orgView/200000237875
Appears in Collections:
Education > Theses(Master)(교육대학원)
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