韓國 特殊敎育 敎師養成制度의 改善에 關한 硏究 = A Study on the Improvement of Teacher Education for the Exceptional Children in Korea

다국어 초록 (Multilingual Abstract)

The problems of teacher education in special education are currently the subject of careful study, the improvement of special education is partially a function of improved personnel. In Korea, to establish special education, the reformation of programs of preparation for professional careers is important task.
The purpose of this study is to clarify the improvemental device of teacher education for the exceptional by the comparative study between Western Europe and the United States, and by the research on the problems of the teacher education for the exceptional in Korea. To this purpose, by the stratified sampling, a questionnaire was given to 815 subjects, including professors, admimstrators, teachers, and students in college and university engaging in special education. The statistical measure of the research was derived from percentage(%) scores between variables of the questionnaire, and the scores by the percentage in each group were statistically tested by χ²method. The main conclusions of this study are as following:
1. The suggestion on the system of teacher education for the exceptional
The pattern of teacher education for preparing professional personnel in special education is two-dimesional, basic or foundational preparation in college and university by the bachelor degree and specialized preparation by full-time training in inservice program. In Korea, the ideal pattern is to conduct by the program of the bachelor degree, but subsequently specialized program by the inservice program as full-time training should be constructed to prepare auditory training and speech therapist, physical and occupational therapist, and administrator of special education. The preparational institution for the special educator should be established by the public, but the private institution have to be developed by the officiently support.
2. The suggestion on the certificate of teacher for special education
Certification of teachers is the process of giving legal approval to an idividual to practice his profession. The major purposes of the certification are to helf enhance the quantity of education by permitting to teach only those who are qualitied and to protect the teaching profession from unfair job competition from improperly prepared or incompetent teacher.
The certification of teachers for the exceptional should be permitted to authorize for the normal children and the exceptional children according to the preparational degree and curriculum charactristics of preparational program. The certfication of teachers for the exceptional may be divided to the primary and secondary level, but it doesn't mean to discriminate by the preparational degree. The kinds and types of the certification should be more classified according to the specialzed areas of special education.
3. The suggestion on the scholarship for students and the teacher welfare
Students of the training course in bacheler degree on special education should be shared in benefit to special scholar ship plan without discriminating by the public and the private. Salaries of the teachers may be analyzed in term of at least four factors; amounts, relation to earning of other occupational groups, relationships of salaries for different types of positions and persons within the teaching profession, and means of determining salaries. Salaries of the teachers for the exceptinal should be kept equal to secondary public school and be paid merit bonus for the teacher welfare.
4. The suggestion on curriculum reformation of teacher education for the exceptional
1) Minimum essential subjects in common area of special education should be such courses as special education, psychology for exceptional, system and administration, teaching method, historical development in special education,
2) Preparation programs for the viscully impaired include foundation of education, teaching method, psychology, anatomy and pathology, and teaching experience in the visually impaired.
3) Preparation programs for the hearing impaired include foundation of education and psychology, speech science and audiology, curriculum and instruction, and student teaching for the hearing impaired.
4) Preparation programs for the mentally retarded include foundation of education, psychology, curriculum and instruction, speech therapy, and student teaching for the M.R..
5) Preparation programs for the crippled include foundation of education and psychology, functional training, curriculum and instruction, and student teaching for the crippled.
6) Student teaching for the exceptional should be prepared systemically from observation to practical experience through the supervised experience, internship, and voluntary experience.

목차 (Table of Contents)

• Ⅰ. 緖 論
• 1. 硏究의 目的
• 2. 硏究의 方法
• 3. 硏究의 制限點
• Ⅱ. 特殊敎育 敎師養成制度의 比較考察
• 1. 養成制度의 形態 및 組織比較
• 2. 資格證制度의 比較
• 3. 奬學 및 待遇面의 比較
• 4. 養成課程의 比較
• Ⅲ. 韓國 特殊敎育 敎師養成制度의 改善에 關한 意見分析
• 1. 養成制度의 組織에 關한 意見調査
• 2. 資格證制度에 關한 意見調査
• 3. 奬學 및 待遇面에 關한 意見調査
• 4. 養成課程에 關한 意見調査
• Ⅳ. 韓國 特殊敎育 敎師養成制度의 改善모델
• 1. 養成組織의 改善모델
• 2. 資格證制度의 改善모델
• 3. 奬學 및 待遇面의 改善모델
• 4. 養成課程의 改善모델
• Ⅴ. 結 論 (改善모델의 提示)