정신지체 특수학교교사의 전환교육 수행능력 중요도 및 성취도 인식수준

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how teachers at special schools for the mentally retarded perceived the importance of teacher performance for transition education and to what extent they could actually provide it in a bid to identify what problems transition education was confronted with. The subjects of this study selected 130 teachers who are in charge of middle school students, high school students and posthigh class at special schools for the mentally retarded in Gyeongsang province and Daegu. The questionnaires used in earlier studies to find out what qualifications teachers in charge of transition education should have were rearranged through the advice of this researcher's main professor to suit the purpose of the study, and Likert scale was employed. After a survey was conducted, statistical data on frequency and mean were obtained to see how they looked at the importance of teacher performance for transition education and to what extent they actually offered it. In addition, t-test and F-test were implemented.
The findings of the study were as follows;
First, the teachers investigated were well cognizant of the importance of teacher performance for transition education, and this fact suggested that transition education should be conducted in a systematic way.
Second, in spite of their perception of the importance of teacher performance for transition education, their actual performance of it lagged behind in large part. To make transition education successful, it's urgently required to improve their competency for transition education.
Based on the above-mentioned findings, some suggestions for the future research;
First, the government should swiftly set up national policies about transition education to provide full-fledged services to mentally retarded.
Secondly, what relevant institutes, teachers in charge of special education and other experts should do to offer successful transition education should be studied in detail.
Third, experts in transition education and special education should make a concerted preparation for transition education.
Fourth, personnels in charge of special education and relevant services should be secured in consideration of need of children.
Fifth, the service delivery system, namely transition education, which aims at helping students to be well ready for adulthood, should be integrated into the overall education system of the nation, as the ultimate object of education is letting every student lead a proper life when they become adults.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 특수학교의 전환교육 = 6
• 2. 전환교육 교사의 수행능력 = 22
• 3. 우리 나라의 전환교육의 이슈와 과제 = 29
• Ⅲ. 연구 방법 = 35
• 1. 연구 대상 = 35
• 2. 연구 도구 = 35
• 3. 연구 절차 = 37
• 4. 자료 처리 = 37
• Ⅳ. 결과 = 39
• 1. 전환교육 교사의 수행능력 중요도 인식수준 = 39
• 2. 전환교육 교사의 수행능력 성취도 인식수준 = 46
• Ⅴ. 결론 및 제언 = 55
• 1. 결론 = 55
• 2. 제언 = 57
• 참고 문헌 = 59
• Abstract = 63
• 부록 정신지체 특수학교 전환교육교사에게 요구되는 수행능력에 관한 조사지 = 65