통합체육에 관한 교사의 태도 유형 분석 = (A) Study on the Types of Teacher's Attitudes Toward Inclusive Physical Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze the type of teacher's attitudes toward inclusive physical education. Examining the various attitudes will pave the way for resolving a number of problems related to the special education by theorists.
In order to explore the teacher's attitudes on inclusive physical education, this study employed Q-methodology to analyze the subjectivity of it. The Q-population consisted of 122 statements that were collected 40 Q-samples were selected. The P-samples for this study were made up of 30 people who were teaching in Seoul city. Each responded to a Q-set of inclusion in physical education according to 11-point scale. The result of Q-sorting were coded and analysed using PQ method program(ver. 2.09).
As the result of the analysis, this study found five major types of teacher's attitudes on inclusive physical education as following;
First, type A named as "Integration". This type of teachers have typical inclusion model's theoretical attitudes. This type of teachers have clear perception to comes true the inclusion and to surely accept the right of handicapped students to participate in regular education.
Second, type B named as "disparate ideal-realistic". They are who have negative opinions on learning effects of inclusive education while acknowledging the right for handicapped students of receiving it.
Third, type C named as "pull out". Type C includes those who oppose handicapped students to be included in regular physical education environment. Fourth, type D named as "transition". Those who agree with the stance of inclusive education, but give a partial agreement also to the stance of separative one.
Fifth, type E named as "gradual inclusion". Those who strongly advocate a new approaching to accept the needs of all the students. but they know the limit of inclusion in Korean situation. So they seek to step by step approaching to inclusive physical education.
This research will provide theorists with empirical reference to the previous studies with subjectivity of teacher. The study has the following critical meaning because it gives us the other facts that can not be derived from the previous objective research on the existing conditions. To conclude, this study empirically confirms the existence of various perspective types.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구 문제 = 3
• 3. 용어의 정의 = 4
• II. 이론적 배경 = 6
• 1. 통합체육 = 6
• 1) 통합체육의 발전 및 현황 = 6
• 2) 통합체육에 대한 논거 = 14
• 2. 교사 태도 = 20
• 1) 교사 태도 연구의 필요성 = 20
• 2) 태도의 개념 = 22
• 3) 교사 태도 연구 = 26
• 3. Q방법론의 본질 = 33
• 1) Q방법론의 특성 = 33
• 2) Q방법론과 R방법론의 비교 = 36
• III. 연구 방법 = 40
• 1. 연구대상 및 기간 = 40
• 2. 조사도구 = 42
• 3. 절차 = 42
• 4. 자료처리 및 분석 = 49
• IV. 결과 분석 및 논의 = 51
• 1. 발견된 Q-유형 = 51
• 2. 태도 유형 분석 = 56
• 1) A유형:진보형 = 56
• 2) B유형:이념과 실제의 괴리형 = 59
• 3) C유형:보수형 = 63
• 4) D유형:상황적 선택형 = 66
• 5) E유형:점진적 진보형 = 69
• 3. 유형 간 특성의 비교 = 71
• 1) 태도유형 A = 75
• 2) 태도유형 B = 78
• 3) 태도유형 C = 81
• 4) 태도유형 D = 82
• 4. 각 태도유형을 대표하는 특성 = 83
• 5. 논의 = 89
• 1) 이론적 시사점 = 90
• 2) 실천적 시사점 = 93
• V. 결론 및 제언 = 96
• 1. 결론 = 96
• 2. 제언 = 98
• 3. 연구의 한계 및 향후 연구 방향 = 99
• 참고문헌 = 100
• 부록1 = 115
• 부록2 = 118
• 부록3 = 120
• Abstract = 135