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통합학급 장애학생의 자기결정의 중요도에 대한 일반교사와 특수교사의 인식 비교

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Author(s)
허은희
Issued Date
2011
Abstract
In this study, students with disabilities in integrated classrooms for the regular teachers and special education teachers to recognize the importance of self-determination was to compare. To this end, the integration of education and high school teachers and special education teachers who work in general to recognize the importance of self-determination by dⅣiding out the difference between the saw, the teacher variables (business school type, age, whether or not the form of work, availability of special education training), depending on investigated whether there is significant difference.
The subjects of this study in Gwangju, South Jeolla Province and the integration of education and high school teachers and special education teachers who work in general a survey was conducted. The questionnaire component of self-determination, dⅣided into seven different areas were composed of 21 questions. The questionnaire used in this study, a leading researcher ohjeongmin (2002), yisijong (2007), hanseonghui (2005), heomunyoung (2008) with reference to the research and wrote the researchers reconstructed. Of data processing and analysis to obtain the mean and standard deviation one won variate analysis of variance was carried out post-analysis methods were used for the scheff.
The results of this study are as follows.
1. The importance of self-determination for the overall recognition of the general teacher
Regular teachers as a whole that is important to self-determination appeared, but there were differences By sub-elements. Select by sub-elements are most important to recognize the area, but areas of goal setting and to gain recognition showed that the least important. Variables for each type of school teachers worked during the junior high and high school (humanities), school (vocational) high order suggests. Damage to the 31-40 age group only and less than 41 to 50 yielded slightly higher results, more than 50 in all areas, according to the lowest results. Fixed-term work by the form in the case of a teacher than jeonggyosa recognize the importance of the whole topic of self-determination has found a higher average. According to whether the special education training for special education who have receⅣed training in case if there are no trained experience suggests that the higher results.
2. The importance of self-determination for the overall recognition of the special education teacher
Special education teachers recognize the importance of self-determination to choose the area guseongyosobyeol most was higher, self-awareness and their knowledge, self-administered and self-control, to determine the problem to solve, self-defending, goal setting and getting the results showed a high order to the area. Variables for each type of school teachers worked during the junior high and high school (humanities), school (vocational) were higher order results. Recognize the importance of self-determination, by age of domain-specific in all areas with the highest results of less than 30 has been released, the lowest for more than 50 suggests. Fixed-term work, according to the form in the case of a teacher rather than a full entry jeonggyosa recognize the importance of self-determination in the higher suggests. Trained special education who have receⅣed training in case if you do not have experience suggests that the higher results. Self-determination of special education teachers recognize the importance of the zone-specific differences in setting goals and obtaining training in all areas except for areas of the population who have receⅣed higher average suggests.
3. The importance of self-determination for the recognition of ordinary teachers and special education teachers compared to
Importance for collectⅣe self-determination according to the difference between looking for a domain-specific importance of collectⅣe self-determination in accordance with the difference did not show significant differences, self-awareness of the importance of the decision munhangbyeol differences were not significant differences. Through more research, such as junior high school teacher (grammar), high (vocational) teachers have recognized that the higher was unknown, and 30 damage only teachers of students with disabilities to self-determination, see that it has a high recognition could be. Term in the case of special education teachers was higher proportion of teachers, teacher jeonggyosa Term for a more self-determination has a high recognition could see that.
Alternative Title
Comparision for General Education Teachers and Special Education Teachers Perceptions on the importance of Self-Determination in integrated classroom of
Alternative Author(s)
Heo Eun-Hee
Affiliation
조선대학교 대학원
Department
교육대학원 특수교육
Advisor
김남순
Awarded Date
2012. 2
Table Of Contents
표 목차 ⅲ
그림목차 ⅴ
ABSTRACT ⅵ


Ⅰ. 서 론 1
1. 연구의 필요성 및 목적 1
2. 연구 문제 4
3. 용어의 정의 5


Ⅱ. 이론적 배경 7
1. 자기결정기술의 구성요소 7
2. 자기결정기술의 중요성 15
3. 선행연구 고찰 17


Ⅲ. 연구 방법 21
1. 연구 대상 21
2. 연구 도구 26
3. 연구 절차 30
4. 자료 처리 및 분석 32




Ⅳ. 연구 결과 34
1. 자기결정의 중요도에 대한 일반교사의 인식 34
2. 자기결정의 중요도에 대한 특수교사의 인식 52
3. 일반교사와 특수교사의 인식 비교 77

Ⅴ. 논의 83

Ⅵ. 결론 및 제언 90
1. 결 론 90
2. 제 언 91

참고문헌 93
부 록 98
Degree
Master
Publisher
조선대학교 대학원
Citation
허은희. (2011). 통합학급 장애학생의 자기결정의 중요도에 대한 일반교사와 특수교사의 인식 비교
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/5409
http://chosun.dcollection.net/common/orgView/200000256978
Appears in Collections:
Education > Theses(Master)(교육대학원)
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