통합교육의 이상을 실현하기 위한 현장교사들의 경계선 넘기(transgression)와 장애학을 기반으로 한 교사교육 프로그램의 역할 = Teachers´ Transgression towards Inclusive Schooling and the Role of the Disability Studies-Informed Teacher Education Program

국문 초록 (Abstract)

본 연구는 장애학을 바탕으로 하는 미국의 한 교사교육 프로그램을 최근에 졸업한 현직교사들의 현장경험을 조사하였다. 본 연구의 목적은 신임교사들이 규범적 사고를 기반으로 하는 현장의 통합교육 실제와 교사교육 프로그램에서 배운 장애학적 사고 사이에서 오는 갈등 및 문제에 대해 어떻게 대처해 나아가는지에 대해 알아보는 것이다. 미국 뉴욕시에 위치한 한 교육대학원을 2007년과 2008년에 졸업한 3명의 현장교사들이 연구에 참여하였으며, 심층면담과 참여관찰의 질적연구방법이 사용되었다. 이 연구를 통해 세 명의 교사들은 학교문화 전반에 깊게 뿌리박힌 장애의 규범적 이해에 대해 문제제기를 했으며, 여러 가지 전략을 통해서 이러한 규범적 사고를 바탕으로 하는 장애 배타적 실제를 개선하기 위해서 노력하고 있음을 발견하였다. 뿐만 아니라, 연구 결과는 장애학을 바탕으로 하는 교사교육 프로그램은 이 교사들에게 장애의 규범적 사고를 볼 수 있는 믿음 체계를 제공했고 통합교육의 이상을 실현할 수 있는 신념을 갖도록 지원했음을 보여주었다.

다국어 초록 (Multilingual Abstract)

This study explores experiences of beginning teachers who are recent graduates of a dualcertification program in both general and special elementary education that enacts a disability studies-informed curriculum. It aims to describe how the beginning teachers navigate the chasm between inclusive reform efforts in bureaucratic school structures and the Disability Studies perspective they bring from their teacher preparation. Three graduates of a teacher education program at a university in New York City are participated in the study. Qualitative research methods of in-depth interviews and participant observations are used. It is found that the three teachers are actively involved in transgressive actions to challenge the normative understatnding of disabilities in a daily basis. It is also found that the teacher education program that adopts Disability Studies perspective plays a critical role in supporting their transgressive actions by providing the ideology, interpretive frameworks, and and political commitments.

참고문헌 (Reference)

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