유아특수교사의 협력교수 경험과 그 의미

다국어 초록 (Multilingual Abstract)

ABSTRACT

The experience and meaning about the co-teaching
of special education kindergarten teachers

Yeun Jung Choi

Major in Early Childhood Special Education
Graduate School of Education
Kongju National University

Supervised by Professor SeongHee Han, Ph. D.

This study aims to analyzed the experience and meaning about co-teaching of special education kindergarten teachers.
The main themes of analysis can be summarized as follows:
A. How are special education kindergarten teachers operating the co-teaching ?
B. What is the meaning that special education kindergarten teachers experience about the co-teaching?
C. What is proper co-teaching that special education kindergarten teachers think ?
Data for this study were collected through qualitative methodology from depth interviews with 3 special education kindergarten teachers .
Two themes: 'Rocking flowers', 'Painting the rainbow with fragrance ' were emerged. and important findings of this are as follows:
First, co-teaching for the kindergarten children with special educational needs is not animated. The special education kindergarten teachers think it is necessary to be more active for high quality inclusion.
Second, the difficulties from experience of special education kindergarten teachers about co-teaching are stated. For the benefit of active co-teaching, they emphasize that it is necessary for them to think that the co-teaching is not only for other teachers and to spend much more time on it.
Third, the achievements of co-teaching is stated in spite of many difficulties. special education kindergarten teachers think they are approching the successful inclusion for the kindergarten children with special educational needs.
Four, the proper co-teaching is necessary for proper circumstances, more assistances, more time to spend, positive perception of other teachers and enthusiasm of whole teacher, The most important thing is relationships among the special education kindergarten teachers and other teachers based on confidence and support for co-teaching.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구 동기 1
• 2. 연구 질문 4
• Ⅱ. 연구 맥락 5
• 1. 협력교수의 개념 및 유형 5
• 2. 협력교수의 의의와 효과 7
• 3. 통합교육 현장에서 일반교사와 특수교사의 역할 9
• 4. 현상학적 연구방법 12
• Ⅲ. 연구 설계 14
• 1. 연구 참여자 14
• 2. 자료 수집 15
• 3. 자료 분석 17
• 4. 연구의 진실성 23
• Ⅳ. 연구 결과 24
• 1. 협력교수의 운영 현황과 한계점: 흔들리는 풀꽃 24
• 2. 협력교수의 성과와 미래: 향기로, 그 향기로 무지개를 그리며 35
• Ⅴ. 결론 46
• 주 49
• 참고문헌 50
• ABSTRACT 54
• 부록 56