통합교육 실행을 위한 교사자질에 대한 통합학급교사의 인식 = (A) Study on perception of inclusive classroom teacher of teacher's competencies for working in inclusive education

다국어 초록 (Multilingual Abstract)

This study is to provide fundamental data for launching effective inclusive education and the planning and implementing teacher education by conducting perception survey on teacher's competencies to inclusive classroom. For this purpose, the major issue of this study is categorized by 3. First, survey on the perception of inclusive classroom teacher regarding to the importance of teacher's competencies for initiating inclusive education. Second, survey on the perception of inclusive class teacher concerning about the learning of teacher's competencies. Third, survey on the perception difference between the importance of teacher's competencies and learning of teacher's competencies.
Though this process, we drew following conclusions.
First, survey showed the overall perception of inclusive classroom teacher regarding to the importance of teacher's competencies for initiating inclusive education was high. Another result based on the importance of its perception by individual teacher showed that class experience in 4 feature ability was the main factor. During the survey on the importance of taking care of individual child, teachers for feeble-mindedness, learning disability and others was put more emphasis on the importance of its perception than those for emotional disturbance.
Taking a look at the average response and rank on the importance based on teachers and children, the overall perception of importance was high. However, promotion of positive child development and understanding area of child development and learning process topped the result. And the area of cooperating experts from other related field had poor showing.
Second, survey on the perception of inclusive classroom teacher concerning about the learning of teacher's competencies was low, which recognize them as being lack of ability to 7 features.
Based on individual child, inclusive classroom teachers who was in charge of senior student according to school year was high on the result.
Promotion of positive child development and understanding area of child development and learning process revealed high perception on the degree of learning in response average and rank on individual teacher and children. The area of cooperating experts from other related field showed low perception.
Third, the perception difference between the importance of teacher's competencies and the learning of teacher's competencies to implement inclusive education showed poor degree of learning than the perception of importance in all feature area.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 6
• 3. 용어의 정의 = 7
• 4. 연구의 제한점 = 7
• Ⅱ 이론적 배경 = 8
• 1. 통합교육의 당위성 = 8
• 2. 효율적인 통합교육을 위한 조건 = 11
• 3. 통합학급 교사의 역할과 자질 = 15
• Ⅲ. 연구방법 = 21
• 1. 연구대상 = 21
• 2. 조사 도구 = 22
• 1) 설문지 작성과정 = 22
• 2) 설문지 구성 = 24
• 3. 조사 방법 = 25
• 4. 통계처리 및 분석 = 25
• Ⅳ. 결과 및 논의 = 27
• 1. 결과 = 27
• 1) 통합교육 실행을 위한 교사자질의 중요도에 대한 통합학급교사의 인식 = 27
• 2) 통합교육 실행을 위한 교사자질의 습득정도에 대한 통합학급교사의 인식 = 40
• 3) 통합교육 실행을 위한 교사자질의 중요도와 습득정도에 대한 인식의 차이 = 54
• 2. 논의 = 55
• 1) 통합교육 실행을 위한 교사자질의 중요도에 대한 통합학급 교사의 인식에 관한 논의 = 55
• 2) 통합교육 실행을 위한 교사자질의 습득정도에 대한 통합학급 교사의 인식에 관한 논의 = 57
• 3) 통합교육 실행을 위한 교사자질의 중요도와 습득정도에 대한 인식의 차이에 관한 논의 = 59
• Ⅴ. 요약 및 결론 = 61
• 참고 문헌 = 64
• 영문 초록 = 71
• 부록 = 74