통합교육을 위한 예비초등교사의 직전교육 준비도 연구 = A Study of Pre-Elementary Teachers' Levels of Readiness for Integration

다국어 초록 (Multilingual Abstract)

This study examines if the “Understanding and Teaching for the Exceptional Children” course and the volunteer experience with the disabled children affect pre-elementary teachers' personality of education, teaching profession, and guidance profession. The results of this study are as follows:
1. In the personality of education area, transfer students who did not take the course generally showed more positive attitude toward the value of integration and the teachers' active role in the exceptional children's successful adjustment to school than general students who took the course. Also, volunteer experience contributed to a more positive understanding of disability.
2. In the teaching profession area, these transfer students were more confident with appropriate student-specific guidance and were more interested in teaching disabled children.
3. In the guidance profession area, these transfer students highly expected that non-handicapped children would achieve personal maturity through integration and they were confident with dealing with the disabled children's behaviors. When these students had experience with the disabled, they cared more for the disabled children's social adjustment in an integrated classroom. In conclusion, pre-elementary teachers' formal or informal social experience and volunteer experience can be more significant variables in evaluating their readiness for integration.

국문 초록 (Abstract)

특수교육진흥법상에서 통합교육은 모든 장애아동의 교육기회를 일반 교실 속에서 확장함을 뜻한다. 따라서 일반 교사들은 통합된 특수아의 지도를 수행해야 하는 종래의 교사 자질 이상의 준비를 해야 한다. 이에 따라 그 준비 상태를 초등교사 양성과정의 교육과정을 검토하며 특수아동 지도와 관련된 교과목의 이수여부에 따른 준비도 수준을 점검하여, 교육현장이 요구하고 기대하는 방향으로의 준비도 수준 향상을 촉구하는데 연구 목적이 있다.