지적장애학교 고등학생의 진로·직업교육에 대한 특수교사의 인식

김재영,정진자 한국장애인고용공단 고용개발원 2018 장애와 고용 Vol.28 No.2

Purpose: The purpose of this study was to investigate the special education teachers' perceptions about the career and vocational education of high school students in schools for students with intellectual disabilities. Method: The questionnaires were administered to 178 special education teachers who were responsible for high school students' career and vocational subjects, or career, vocational activities or curriculum at eight intellectual disability schools in Seoul, Gwangju, Jeonbuk, Chungbuk, and Chungnam. Results: First, a special teacher at an intellectual disability school recognized that career and vocational education were very influential in the actual employment. The special teacher recognized that social life skills and vocational functions are important for career and career education objectives, while job training and daily life training are important for career and vocational education areas. An intellectual disability schools were providing both employment support and post management, and daily life training and social adaptation training were conducted in the area of independent life training. Second, in the problem of career and vocational education, the reason why high school students with intellectual disabilities do not adapt well in their working life was because of lack of patience. And problems with career, vocational and employment support, or post management were found to be insufficient administrative and financial support for career and vocational education, as well as lack of facilities and expertise of teachers in vocational education. Third, special teachers was recognized that specific job function acquisition, social responsibility, positive attitude and personality formation were the most necessary for career and career education of high school students with intellectual disability. The improvement of career and vocational education methods was recognized as a career experience activity linked to business and welfare centers and a practice centered training by the responsible teachers with expertise in career courses. Implications: These results suggest that improvement of the importance of career and vocational education content for high school students with intellectual disabilities, improvement of professional qualities of teachers, administrative and financial support should be done. And it is necessary to cooperate with local communities and related organizations so that continuous employment support and follow-up management can be achieved through linkage with educational institutions and vocational rehabilitation institutions. 연구목적: 이 연구는 지적장애학교 고등학생 진로·직업교육에 대한 특수교사의 인식을 알아보는데 목적이 있다. 연구방법: 서울, 광주, 전북, 충북, 충남 지역 8개 지적장애학교에서 고등학생의 진로·직업 교과를 담당하거나 진로·직업 활동 또는 교육과정을 운영하는 특수교사 178명을 대상으로 설문조사를 실시하였다. 연구결과: 첫째, 지적장애학교 특수교사는 지적장애 고등학생의 진로·직업교육이 실제 취업에 매우 영향을 주고 있으며, 진로·직업교육의 목표는 사회생활기술과 직업기능이, 진로·직업교육 영역은 직업교육과 일상생활훈련이 중요하다고 인식하였다. 지적장애학교에서는 고용지원이나 사후관리를 실시하고 있으며, 자립생활훈련 영역에서는 일상생활훈련과 사회적응훈련을 가장 많이 실시하고 있었다. 둘째, 특수교사가 인식하는 지적장애학교 고등학생의 진로·직업교육 문제점에서, 지적장애학교 고등학생이 취업을 했을 경우 직장생활에서 잘 적응하지 못하는 이유는 본인의 인내심 부족이 가장 많았으며, 진로·직업교육과 고용지원이나 사후관리의 문제점으로는 진로·직업교육 지원을 위한 행·재정적 지원 미흡 및 시설부족과 직업교육에 관한 담당교원의 전문성 부족으로 나타났다. 셋째, 지적장애학교 고등학생의 진로·직업교육을 위해서 고려되고 개선되어야 할 사항으로는 구체적 직업기능 습득과 사회적 책임감과 긍정적인 태도 및 인성 형성이 가장 필요하다고 인식하였다. 진로·직업교육 방법의 개선방안은 ‘진로·직업교과에 대한 전문성을 가진 담당교원의 실기 중심 훈련’과 ‘기업체 및 복지관과 연계한 직업 경험활동’으로 이루어져야 한다고 인식하고 있었다. 시사점: 이상의 결과는 지적장애학교 고등학생의 진로·직업교육 내용 개선과 교사의 전문적 자질향상, 행·재정적 지원 그리고 교육기관 및 직업재활기관과의 연계를 통해 지속적인 고용지원과 사후관리가 이루어질 수 있도록 지역사회와 유관기관과의 협력이 필요함을 시사하고 있다.

고등학교 및 전공과 특수학급 학생의 진로직업교육에 대한 특수교사의 인식

김소현,강종구 국립특수교육원 2022 특수교육연구 Vol.29 No.3

The purpose of this study was to examine special education teachers’ perception on the careervocational education of special class students in high school and majoring course. For the purpose of the study, a focus group interview(FGI) was conducted towards six secondary special education teachers experiencing careervocational education. The results of the study were as follows. First, regarding the reality of high school students’ careervocational education in special class, this study identified the necessity of various career directions and reflection of reality, and the difficulties of careervocational education for undocumented disabled students. Second, regarding the reality of majoring course students’ careervocational education in special class, this study showed that the similarity of the careervocational education per majoring course and the necessity of field experience reflecting the needs of the job site. Third, regarding the way to connecting careervocational education from high school to majoring course, this study identified the development of careervocational education for special class, the preparation of intervention methods for challenging behaviors, and the necessity of the establishment and utilization methods of affiliated agency. Based on this result, this study made discussions and suggestions for careervocational education of general school special class students.

일본 지적장애학생 진로직업교육의 동향과 한국에의 시사점

홍정숙 ( Jeong Suk Hong ) 대구대학교 한국특수교육문제연구소 2014 특수교육저널 : 이론과 실천 Vol.15 No.4

The purpose of this study was to examine the trends of career and vocational education of students with intellectual disabilities in Japan, and to present implications for Korea. At the beginning of the 2000s, in Japan, categories such as vocational guidance and career guidance were changed to career education, and since career education was emphasized in general education, the concepts and practices of career education also came to affect the education of students with intellectual disabilities. In Japan, career education in the area of intellectual disabilities means both performing activities aimed at self-reliance and participating in society, from childhood through school days and into adulthood, systematically and with consistency, and continuity. This study discussed the meaning and background of career education in Japan followed by the meaning and contents of career education for students with intellectual disabilities in Japan. In this study, the concrete contents of practice of such career education were examined, focusing on the status of career education in curricula for students with intellectual disabilities, the contents and characteristics of development stage table for promoting the development of the careers of students with intellectual disabilities, and individualized education support plans. The following results were derived from the above study. First, the objectives and contents in national special education curriculum in Japan is closely related to career education and the term “career education has been used in national special education curriculum for high school for the first time from the 2009 revision. In this revision, practical vocational education and career guidance, long-term field practices, and a cooperative relationship with related institutions, business corporations in local communities, and homes have been emphasized. Second, the development stage table suggested an index that can recognize career and vocational education for primary, middle, and high school students (for 12 years) of special support schools in terms of career education systematically. Based on the table, various communities and schools have created their own career development stage table to promote systematic career education in Japan. Third, creation of individualized education support plans has been mandatory in the education curriculum for special support schools which was publicly noticed in March 2009. The individualized education support plans is to provide educational guidance or support in order to perform educational support effectively and appropriately via related parties and institutions by identifying the requirements from individual students from the viewpoint of lifetime support of disabled students. In Japan, the individualized education support plans has been recognized as an important tool to promote career education. Based on the cases in Japan, this study suggested the implications to improvement direction to career and vocational education for students with intellectual disabilities in Korea.

고등학교 특수교사의 진로·직업교육 경험에 관한 질적 메타분석

박선희,박재국 한국특수아동학회 2024 특수아동교육연구 Vol.26 No.1

Purpose: This study aimed to comprehensively analyze the experiences of special education teachers in the field as they conducted career and vocational education for high school students with disabilities through qualitative research, and the study sought to explore ways to improve career and vocational education. Method: A qualitative meta-synthesis was conducted on 11 qualitative studies containing the voices of special education teachers’ perceptions and experiences of career and vocational education for students with disabilities from 2010 to 2022. By comparing and analyzing topics and contents according to the seven steps of qualitative meta-synthesis, new categories were found and concepts, subordinate categories, and superordinate categories were derived through the process of rearrangement and reinterpretation according to the categories. Results: The topics and contents covered by the qualitative studies of special education teachers were analyzed into concepts that suggest solutions for future career and vocational education, and by synthesizing them, four superordinate categories were derived: (1) Improving awareness of laying the foundation for career and vocational education, (2) Improving the structure to focus on career and vocational education, (3) Improving content tailored to employment and students, (4) Collaborating through a sustainable network. Conclusion: The improvement directions were discussed to strengthen factors that have a positive impact on the career and vocational education of high school special education students and to resolve problems that hinder the performance of the career and vocational education and additionally implications for follow-up research were discussed. 연구목적: 본 연구의 목적은 고등학교 특수교사가 특수교육대상자를 위한 진로·직업교육을 운영하면서 체험한 현장에서의 경험을 질적 연구물을 종합적으로 분석하여 진로·직업교육의 개선 방안을 살펴보는 것이다. 연구방법: 2010년부터 2022년까지 고등학교 특수교사가 특수교육대상자를 위한 진로·직업교육에 대한 인식과 경험의 목소리가 담긴 질적 연구물 11편에 관해 질적 메타분석을 실시하였다. 질적 메타분석의 7단계에 따라 주제와 내용을 비교·분석하여 새로운 범주를 찾고 범주에 따라 재배치하고 재해석하는 과정을 통해 개념들, 하위범주, 상위범주를 도출하였다. 연구결과: 특수교사의 질적 연구들이 다루고 있는 주제와 내용은 앞으로의 진로·직업교육의 개선 방향을 제시하는 개념으로 분석되었고 이를 종합하여 4가지 상위범주로 나타내었다: (1) 진로·직업교육의 기초를 다지는 인식 개선하기, (2) 진로·직업교육에 집중하게 구조 개선하기, (3) 취업과 학생 맞춤형으로 내용 개선하기, (4) 지속 가능한 네트워크로 협력하기. 결론: 고등학교 특수교육 대상자의 진로·직업교육에 긍정적인 영향을 미치는 요인을 강화하고 성과를 방해하는 문제를 해결하는 개선 방향에 대해 논의했으며, 그와 함께 후속 연구에 대한 시사점을 논의하였다.

진로 교육의 관점에서 본 국어과 교육

민현식 ( Hyun Sik Min ) 한국어교육학회(구 한국국어교육연구학회) 2012 국어교육 Vol.0 No.138

The school curriculum consists of education that builds students` character, learning knowledge, socialization, and career education. The career education, which is called vocationㄴal education with a narrow focus, is to help adolescent students in particular to find their career suited to individual aptitude and talent and to develop their ability suitable to the career. Career education includes education about self, exploring careers, and practical business of a job, which all are implemented through career guides in each curriculum subject, integrated curriculum subjects, and extracurricular activities; curriculum-integrated career education is to integrate curriculum subjects and career education. Korean language curriculum describes stepwise Korean language ability which fosters elementary (1-2 grades), basic (3-4 grades), fundamental (5-6 grades), integrated (7-9 grades), and general and technical Korean language ability (10-12 grades). Such Korean language education needs to be a career-content-based curriculum for career education. Experience of exploring self-identity and a world view is what the Korean subject can fundamentally contribute to the career education. It is important that Korean language education should be balanced between education for humanities and education for career-related knowledge and skills, as well as career-specific literacy education and literacy of Chinese characters. Korean language education for specific purposes should be developed in relation to career education, with a consideration of career-specific assessment tools.

직업교육연구 학회지 논문의 분석과 종합: 1998-2007년

나승일,김강호 한국직업교육학회 2008 職業 敎育 硏究 Vol.27 No.2

The purpose of this study was to review and synthesize papers published in the Journal of the Vocational Education Research(1998-2007). The 264 articles were collected from Journal of Vocational Education Research, which the Korean Society for the Study of Vocational Education had published from 1998 to 2007. The coding system for analysis included the aspects of vocational education research such as author, focused-institutes and populations, statistical techniques used, topics of vocational education, and key words. The data were analyzed using frequencies and percentages. The result of review were as follows. (1) In comparison with the research before 1998, literature-based review papers had decreased while survey research tended to increase sharply. (2) Vocational education research had expanded on more various focused-institutes and populations over the last 10 years. (3) In the survey research, more various and inferential statistical analysis techniques were used to analyze the data and to explore the new information. (4) Research subjects for academic and practical recognition of vocational education had emphasized. (5) In comparison with the research before 1998, the vocational education research during the last 10 years showed a little growth in both qualitative and quantitative research. Based on the results, several practical recommendations were made for the better research on vocational education, including making an effort to build vocational pedagogy as a discipline, using various research methods in doing research on vocational education, using various statistical methods to analyze the data and explore new information, studying diverse areas and themes on vocational education, and editing the Journal as a specialized research on vocational education. 이 연구의 목적은 한국직업교육학회가 창간호부터 1997년도 이전에 발행한 ‘직업교육연구’ 학회지 논문을 분석하고 종합한 선행연구(나승일, 1998)의 후속연구로, 1998년부터 2007년 사이에 발행된 직업교육연구 학회지에 게재된 논문들을 분석하고 종합하여 연구 동향을 파악하는데 있었다. 1998년에서 2007년 사이에 발행된 직업교육연구지에 게재된 논문은 총 264편이었다. 이러한 논문들은 연구진이 마련한 논문의 분석틀에 따라 발표자, 연구유형, 연구대상, 자료분석, 연구주제 영역, 주제어를 코딩하여 분석항목별로 해당 논문의 빈도와 백분율을 분석하였다. 이 연구의 결과는 다음과 같다. 첫째, 논문의 연구유형이 1997년 이전과 비교하여 문헌연구는 감소한 반면 조사연구는 급증하는 경향이 있었다. 둘째, 최근 10년 동안 직업교육연구 대상의 폭이 확대되었다. 셋째, 조사연구 논문의 자료 분석은 다양한 정보 탐색에 적합한 추리통계 방법을 복합적으로 사용하는 경향이 많았다. 넷째, 직업교육의 학문적·실천적 재인식을 위한 연구주제가 강조되었다. 다섯째, 최근 10년 동안 직업교육연구 논문은 과거(1982-1997년)에 비해 연구의 양적·질적 성장이 이루어졌다. 이상의 연구결과를 토대로 직업교육학의 학문적 체계화를 위한 노력, 다양한 연구방법의 활용, 자료 분석 및 새로운 정보 탐색을 위한 다양한 통계방법의 활용, 직업교육 탐구주제 영역의 다양화 및 학문중심의 전문학회지로서의 직업교육연구 편집을 위한 개선점이 제안되었다.

전문계 고교 교사의 진로교육 경험에 대한 내러티브 탐구

김나라,정진철,최수정 한국진로교육학회 2009 진로교육연구 Vol.22 No.3

The purpose of this study was to investigate substantial career education experiences of vocational high school teachers through narrative inquiry of three teachers. Overall career education narratives and career education experiences were explored. The necessity of career education, the difficulties in career education, and exemplary practices were presented in the career education narrative section. Four topics were analyzed in the career education experience section: 1) the importance of career education in middle schools; 2) the effectiveness of career education in subjects-integration and extracurricular activities; 3) the importance of class teachers as a person in charge of career education; and 4) the trinity of parents, students, and teachers in career education. The conclusions and the implications to career education were derived from the results of the study. 이 연구는 전문계 고교 교사 세 명의 내러티브를 중심으로 학교현장에서 교사들의 실질적인 진로교육 경험을 탐구하였다. 크게 전문계 고교 교사의 진로교육 전반에 걸친 내러티브와 진로교육 경험 분석으로 논의를 이끌어갔다. 진로교육 내러티브에서는 전문계 고교에서 진로교육의 필요성, 진로교육의 어려움, 진로교육 성공사례를 중심으로 제시하였다. 내러티브 분석을 통한 진로교육에의 시사점에서는 교사들의 내러티브 중에서 전문계 고교 진로교육과 관련하여 가장 중요하다고 판단된 부분을 중학교 단계 진로교육의 중요성, 교과통합 및 교과 외 활동을 통한 진로교육의 효과성, 진로교육 담당인력으로서 담임교사의 중요성, 학부모-학생-교사의 삼위일체의 주제로 나누어 분석하였다. 이러한 연구 결과를 바탕으로 결론과 진로교육에의 시사점이 도출되었다.

창의적 인재양성을 위한 독일의 진로직업교육이 우리교육에 시사하는 점

유진영 창조교육학회 2013 창조교육논총 Vol.15 No.-

Career education in the German schools started with the introduction of career guidance in the 1970s. The schools have offered individual counseling about career decisions and choices, namely educational counseling and career counseling. All the teachers have been involved in the process of counseling and career guidance. As optional avenues for career preparation, factory training, plant research tour, and other similar types of work have been carried out, and with the emergence of the era of lifelong learning, German career education has been changed into lifelong career education. Thus, the career education system from kindergarten to college has been in progress with the cooperation of the parents, the Federal Ministry of Education, the Department of Education, and the Ministry of Labor. The value that the Germans give to education is reflected in the structure of the social-market economy. Thus, the educational foundation on which everyone can build his or her dream has been formed. This idea gives us a suggestion with regard to the future direction of South Korea's educational structure. Since 2011, the career teachers in South Korea have been made to take an additional teacher training course, and a career course is being offered in high school and middle school. The educational philosophy of career education, however, has not been formulated, and the current educational system is still entrance-examination-oriented. The case of Germany thus presents some points that South Korea's career education needs to pay attention to.

직업교육 영역별 교육내용 및 활동에 관한 연구

곽준식,김순자,김훈희 진주산업대학교 산업과학기술연구소 1994 산업과학기술연구소보 Vol.- No.1

The purpose of this study is to present the directions on the educational contents and activities in various vocational education through reviewing the historical development in them and the current research in each of the various vocational education. The process of this study is made in order of the follws ; 1) reviewing the educational contents and activities in various vocational education from the early 20th century up to now, 2) classifying and arranging the contents and activities of vocational education, based on theses reviewed materials, and 3) presenting the specific taske to solve in various vocational education and concluding this study, based on these classified and arranged materials. The classification of vocational education is based in the subfields of vocational education which Copa and Bently classified. The subfields are agritultural education, business edutation, home economics education, industirial education, business education, marketing education, health occupations education, career education and vocational education. In conclusion, the future of the curricular research in vocational education should be done as follows , 1) broader and more expansive consideration of educational excellence, 2) specific review of various vocational education from several different conceptual and philosophical perspectives, and 3) research in the relation between theory and practice of vocational education. And, the content and activities of vocational education should focus not only on meeting the needs of rapidly changing society but on making possible to accept the culture of society, to help individuals prepare their career and to improve their own life.

직업카드를 활용한 진로교육프로그램이 초등학교 저학년 학생의 진로인식에 미치는 효과

심보영,이철현 한국실과교육학회 2014 한국실과교육학회지 Vol.27 No.4

This study was performed to develop the vocational cards for career education in lower grades in elementary school and verify the effect of career education using the cards on students’ career awareness. Vocational cards have 50 cards including the representative jobs by the Holland’s career types considering job characteristics, changes in occupational world, developmental characteristics of lower grades in elementary school, elementary school students’ desired careers. We developed the 8 sessions of career education program using the vocational cards according to 2nd grades, and applied this program to 25 2nd grades in □□elementary school in ○○city. We carried out the pre-post tests on experimental group using a career awareness test tool to verify the effect of the career education program on students’ career awareness. The results of the study are as follows. First, the career education using the vocational cards affects on the career awareness development of lower grades in elementary schools significantly. Second, the career education using the vocational cards were assessed positively in qualitative analysis, Students told the program was very interesting and useful for understanding the vocational worlds and themselves. The results suggest the vocational cards developed with appropriate level according to development stages can be used usefully on lower grades in elementary school. 이 연구는 초등학교 저학년 학생들의 진로교육에 활용할 수 있는 직업카드를 개발하고 이를 활용한 진로교육이 진로인식에 미치는 효과를 검증하고자 하였다. 직업카드는 직업의 심리적 특성과 변화하는 직업세계, 사용 대상자인 초등학교 저학년의 발달 특성, 초등학생들의 희망 직업을 고려하여 Holland 유형별로 대표적인 직업을 포함하여 50장으로 구성하였다. 개발한 직업카드를 활용하여 8차시의 진로교육프로그램을 2학년 수준에 맞게 개발하였고, 이를 ○○시 □□초등학교 2학년 25명에게 적용하였다. 진로교육프로그램이 진로인식의 미치는 효과를 알아보기 위하여 진로인식 검사지를 이용하여 실험집단을 대상으로 사전 검사와 사후 검사를 실시하였다. 이상의 연구에서 얻은 결과는 다음과 같다. 첫째, 초등학교 저학년 학생에게 직업카드를 활용한 진로교육프로그램은 진로인식 발달에 유의한 차이가 있는 것으로 나타났다. 둘째, 정성적 분석을 한 결과, 직업카드를 활용한 진로교육프로그램은 학생들에게 재미있었고 직업세계와 자신을 이해하는데 유익했다는 평가를 받을 수 있었다. 이 연구 결과는 발달 단계에 따라 적절한 수준으로 개발된 직업카드가 초등학교 저학년 학생의 진로교육 도구로 유용하게 활용할 수 있음을 시사한다.