초등학교 통합학급에서 협력교수 실행에 관한 협력교사들의 인식 분석 = Co-teacher's Perception Analysis about Co-teaching Practices in Inclusive Classrooms of an Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study, through co-teaching practices in inclusive classrooms, was to investigate how to alter co-teacher's attitudes and beliefs regarding co-teaching, what environmental and interpersonal factors facilitate co-teaching, and what are the benefits and limitations of co-teaching. The study site was an urban elementary school serving grades 2 and 3, with a total student body of 73, 7 of whom had identified disabilities. Three co-teachers participated within the classrooms. Over an eight-month period, data was gathered from periodic interviews and questionnaires with participants in this program, from classroom observations and journal writings made by the co-teachers.
The findings of this study were as follows: 1. Co-teachers have changed their attitudes and beliefs about co-teaching implementation through the forming stage, the storming stage and the norming stage respectively.
2. Consistent communications and peer collaboration between co-teachers proved to be an important aspect in the success of co-teaching. In addition, having appropriate time to prepare, plan and evaluate was of equal importance and Obtaining the Principal's permission and assistance for co-teaching facilitated the overall co-teaching performance, due to the fact that changes are required in school culture, and assistance is needed from the school administration.
3. There were clear benefits mentioned for both the students and the teachers through co-teaching practices.
4. Limitations of the co-teaching approach included the difficulty of routine adjustments in shifting from isolation to cooperation, loss of autonomy, lack of time to co-teach, perceived imbalance of workload and placement of the student with disabilities.
Consequently, this study suggests significant potential for building up a cooperative professional practice through the use of co-teaching in inclusive classrooms. Study findings indicate that co-teaching can be considered a potentially valuable tool in the educational reform movement for full inclusion.

국문 초록 (Abstract)

본 연구는 장애학생이 통합된 학급에서 협력교수에 대한 협력교사들의 태도 변화 과정, 협력교수를 촉진하는 요인, 협력교수의 장점과 문제점을 알아보는데 목적이 있다. 연구 대상은 통합학급의 초등학교 2, 3학년 각각 1학급의 협력교사인 일반교사 2명, 특수교사 1명이었다. 자료 수집은 8개월 동안 참여관찰, 심층면담, 교사일지를 통해 이루어졌다. 본 연구의 결과는 다음과 같다.
첫째, 협력교수에 대한 교사들의 태도는 의욕 단계, 갈등단계, 적응단계로 변화하였다. 둘째, 협력교수를 촉진하는 요인은 협력교사간의 지속적인 의사소통 및 동등한 동료관계 유지, 협력교수의 계획과 준비, 시간 확보, 학교장의 지원이었다. 셋째, 협력교수는 장애학생 뿐만 아니라 교사들에게도 긍정적인 효과가 있는 것으로 밝혀졌다. 넷째, 협력교수의 문제점은 장애학생이 통합된 학급의 학생 수 과다, 제한된 협력교수 실행, 협력교사들의 협력교수에 대한 지식 및 경험 부족, 장애 정도를 고려하지 않은 장애학생의 편중된 배치 등이었다.
본 연구는 우리나라 학교현장에서 실시한 사례로, 연구의 결과는 협력교수의 계획 및 실행에 필요한 정보를 제공할 수 있으며 우리나라 특수학급 운영 및 특수교육지원 체제에 구체적인 방향을 제시한다는 점에서 그 의의가 있다.