효율적인 통합교육을 위한 웹기반 협력교수 교사교육 프로그램의 개발 및 적용 = Development and validation of web-based teachers inservice program on cooperative teaching for effective inclusion

다국어 초록 (Multilingual Abstract)

For providing qualitative inclusion service to all students, general and special education teachers have their competence to do the cooperative teaching(co-teaching). However, lack of understanding about knowledge and skills related to co-teaching, General and special education teachers have has difficulty in implementing effective inclusive education in practice.
The purpose of this study was to develope and validate of web-based teachers inservice program on co-teaching for effective inclusion. The method of study was as follows. First, literature research and investigation research was conducted to develope teachers inservice program on co-teaching. Second, experimental research, 10 subjects were employed including 5 general education teachers and 5 special education teachers for 5 weeks. During this period, they had online lessons on co-teaching and interactions with program manager and inter-subjects on the web.
After the web-based teachers inservice program on co-teaching was applied to teachers, the program was validated on suitability and application effectiveness. The suitability of the program was evaluated by experts council and was also examined by learners' satisfaction with web-based learning. The application effectiveness of the program was investigated by comparing subjects' pre and post-test on knowledge domain, understanding domain and contents analysis on web-based learning activities materials.
The conclusions drawn from the results and discussion were as follows.
First, the contents of web-based teachers inservice program on co-teaching was developed through contents analysis, purpose establishment, contents selection and organization. The web-based teachers inservice program on co-teaching was developed through analysis, design, production, evaluation and revision of web-based teaching·learning system design model.
The web-based teachers inservice program on co-teaching was consisted of 5 domains such as understanding about special education, understanding about co-teaching, co-teaching practice, practice, adaptation and social ability improvement of students with disabilities. The learning elements of understanding about special domain included definition of special education, special education students, low related special education, diagnosis and placement, definition and management of special class. individualized educational program. The learning elements of understanding about inclusion domain dealt with background of inclusion, basic definition related inclusion, inclusion effects, inclusion model, cooperation in inclusion. The learning elements of understanding about co-teaching domain included definition, characteristics, necessity and effects of co-teaching, factors of keeping co-teaching relation, co-teaching models, general·special teacher's roles and responsibilities. The learning elements of co-teaching practice domain contained co-teaching planning, curriculum modification, regular classroom organization, lesson plan, management case, communication and problem solving between general and special education teacher. The learning elements of social ability improvement of students with disabilities domain dealt with prevention and intervention strategies about problematic behaviors, general students' understanding of disabled students, social interaction between general and disabled students.
Second, in evaluation of suitability of the program, experts rated high on contents construction, teaching·learning activities and program production. The participated learners were satisfied with web-based teachers inservice program on co-teaching. From these results it was suggested that contents construction, teaching·learning activities and production area such as information design, interaction design, motivation design, evaluation design and convenience for learners should be considered in development of web-based instruction program.
In evaluation of application effectiveness of the program, general and special education teachers' knowledge about co-teaching and inclusion was improved very much. Teachers' understanding about co-teaching, co-teachers' cooperation, all students and co-teaching implementation was changed from negative or neutral to positive attitude. From these results it was suggested that knowledge and understanding about co-teaching and inclusion can be improved by teachers inservice education and that the web-based teachers inservice program on co-teaching was conductive to promote co-teaching competence of general and special education teachers.
Finally, this study showed that the web-based teachers inservice education is useful not only to solve programs of the present teachers inservice education such as lack of system, opportunity for inservice education and difficulty on attendance education but also to contribute improvement of teachers' professionalism for qualitative education.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 연구의 방법 = 5
• Ⅱ. 웹기반 협력교수 교사교육 프로그램 = 8
• 1. 웹기반 가상교육과 교사교육 = 8
• 2. 협력교수의 이해 = 24
• Ⅲ. 웹기반 협력교수 교사교육 프로그램의 개발 = 49
• 1. 프로그램의 내용개발 = 49
• 2. 웹기반 프로그램의 개발 = 70
• Ⅳ. 웹기반 협력교수 교사교육 프로그램의 적용 및 평가 = 84
• 1. 프로그램의 적용 = 84
• 2. 프로그램의 개발 적합성 = 87
• 3. 프로그램의 적용 효과성 = 102
• Ⅴ. 결론 및 제언 = 137
• 1. 결론 = 137
• 2. 제언 = 139
• 참고문헌 = 141
• Abstract = 152
• 부록 = 155
• 부록 Ⅰ 웹기반 학습 만족도 설문지 = 155
• 부록 Ⅱ 웹기반 협력교수 교사교육 프로그램 면담 질문 내용 = 159
• 부록 Ⅲ 지식영역 평가기준 = 160
• 부록 Ⅳ 웹기반 협력교수 교사교육 프로그램 스토리보드 예시 = 161