특수교육지원센터 순회교사에게 필요한 역량의 교육 요구 분석 : 경기도 지역의 통합형 순회교육을 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the competencies required by itinerant teachers in special education support centers that provide integrated itinerant education in Gyeonggi-do Province. Based on this, the study aims to examine the educational needs for the competencies required by itinerant teachers, taking into account the entire population of itinerant teachers, as well as their qualifications and grade levels. To achieve this, a literature analysis was conducted on the competencies of special education teachers and integrated itinerant education. Based on this analysis, a preliminary list of competencies was derived. To validate the appropriateness of these competencies, two rounds of Delphi surveys were conducted to determine the competencies required by itinerant teachers in special education support centers. A survey was conducted among itinerant teachers from 25 special education support centers in Gyeonggi Province to assess their educational needs and prioritize competency development. The research process yielded the following findings:
First, through literature research and Delphi surveys, three competency categories, nine competency elements, and twenty competency indicators required by itinerant teachers in special education support centers were identified.
Second, based on the competencies required by itinerant teachers in special education support centers, a survey was conducted among 146 itinerant teachers from Gyeonggi Province. The survey aimed to identify the educational needs regarding these competencies. The results indicated that the following competencies should be prioritized for development: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, direct teaching and learning support, behavioral intervention support, and counseling for general teachers.
Third, the competencies that should be prioritized for development were examined based on the qualifications of itinerant teachers in special education support centers. For first-grade certified teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, direct teaching and learning support, and behavioral intervention support. For second-grade certified teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, curriculum restructuring, support for individualized education plan development and implementation, direct teaching and learning support, and behavioral intervention support.
Fourth, the competencies that should be prioritized for development were examined based on the school-levels of itinerant teachers in special education support centers. For kindergarten special educaiotn teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, curriculum restructuring, itinerant education evaluation, behavioral intervention support, itinerant education recipient counseling, and general teacher counseling. For elementary school special education teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, direct teaching and learning support, instructional material support, behavioral intervention support, and general teacher counseling. For middle school special education teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, support for individualized education plan development and implementation, and direct teaching and learning support.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 5
• Ⅱ. 이론적 배경 6
• 1. 특수교육지원센터 6
• 1) 특수교육지원센터의 운영 6
• 2) 특수교육지원센터의 기능 7
• 2. 특수교육 대상 학생 순회교육 9
• 1) 순회교육의 개념 9
• 2) 순회교육의 법적 근거 10
• 3) 순회교사의 역할 11
• 4) 순회교육의 모형 12
• (1) 분리교육형 순회교육 모형 13
• (2) 통합교육형 순회교육 모형 14
• 5) 순회교육의 현황 16
• 3. 선행연구 분석 19
• 1) 특수교사 역량에 관한 문헌 분석 19
• 2) 특수교육지원센터 통합교육형 순회교육에 대한 문헌 분석 27
• Ⅲ. 연구 방법 33
• 1. 특수교육지원센터 순회교사의 역량 도출 33
• 2. 역량의 타당성 검증 35
• 1) 전문가 델파이 조사 35
• (1) 사전 준비 36
• (2) 델파이 조사 실시 38
• ① 1차 델파이 실시 38
• ② 2차 델파이 실시 39
• (3) 델파이 조사 결과의 분석 39
• 3. 순회교사에게 필요한 역량의 교육 요구 조사 41
• 1) 연구 참여자 41
• 2) 연구 절차 45
• 3) 연구 도구 45
• 4) 자료 처리 48
• Ⅳ. 연구 결과 50
• 1. 특수교육지원센터 순회교사의 역량 초안 개발 50
• 1) 문헌 연구를 통한 역량의 도출 50
• 2) 역량(역량군-역량요소-역량지표) 초안 확정 53
• 2. 순회교사에게 필요한 역량의 타당성 검증 55
• 1) 전문가 델파이 조사 55
• (1) 1차 델파이 조사 결과 55
• (2) 2차 델파이 조사 결과 62
• 3. 특수교육지원센터 순회교사에게 필요한 역량의 교육 요구 분석 66
• 1) 특수교육지원센터 순회교사에게 필요한 역량의 교육 요구 분석 66
• 2) 특수교육지원센터 순회교사에게 필요한 역량의 자격별 교육 요구 분석 70
• 3) 특수교육지원센터 순회교사에게 필요한 역량의 학교급별 교육 요구 분석 75
• Ⅴ. 논의 및 결론 82
• 1. 논의 82
• 1) 특수교육지원센터 순회교사의 역량에 대한 논의 82
• 2) 특수교육지원센터 순회교사에게 필요한 역량의 교육 요구에 대한 논의 85
• 2. 결론 88
• 참고문헌 91
• ABSTRACT 95
• 부록 97