특수교육지원센터 교사들의 정체성과직무 수행 경험에 관한 질적 메타분석

다국어 초록 (Multilingual Abstract)

This study aimed to synthesize the identity formation and job performance experiences of teachers working at special education support centers. Fourteen studies conducted since 2018 targeting teachers at these centers were selected and subjected to a qualitative meta-analysis. This analysis identified 4 main categories and 14 subcategories, which were then synthesized for discussion.
The main conclusions and recommendations based on the research findings are as follows. First, as special education support centers are educational administrative institutions, teachers at these centers experienced confusion about their identity compared to their educational experiences at school. They suggested the need to establish roles based on educational expertise. Second, teachers at these centers perceived a lack of knowledge and relevant experience in providing specialized support, such as diagnostic assessments and individualized family support plans, at special education support centers. Consequently, they urged a restructuring of the organization based on a diverse workforce. Third, a common need was identified for professional training to enhance motivation and sense of efficacy in performing their duties as competent teachers at special education support centers, as well as improved treatment and working conditions. Finally, the discussion focused on the need for innovation in the overall operation of special education support centers, including establishing a foundation to elevate their status and recognition in schools and developing a manual for specific tasks.