특수교사의 기본자질에 관한 고찰 = A Review of the Qualification of Special Education Teachers

국문 초록 (Abstract)

성공적인 교육은 교사의 자질에 의해 보장될 수 있다. 심신장애아동은 교사에 대한 의존도가 일반아동에 비해 상대적으로 높다. 교사에 대한 의존도가 높은 아동일수록 교사의 역할과 자세는 보다 중요한 의미를 가지게 된다. 따라서 바람직한 특수교사의 자질이 어떤 것이어야 하는지를 검토해 보는 것은 의의 있는 일이라 할 수 있다. 이러한 의미에서 특수교사의 자질을 몇 가지 측면에서 제언하고자 함이 본 연구의 목적이다.
본론에서는 시대에 다른 교사상의 변화와 이상적인 교사상을 간략하게 살펴보았고, 아울러 특수교사의 자질을 인성, 전문성, 지도기능의 측면에서 살펴 보았다.
결론적으로 특수교사의 자질 중 중시해야 될 점은 첫째, 특수교육의 미래상을 조망할 수 있는 역량과 둘째, 자상함과 신념과 사랑이 넘치는 명랑한 태도가 요망되며 셋째, 교사에 대한 의존도가 높은 장애아동들이기 때문에 일반교사 이상의 책임의식이 강조되며 넷째, 아동을 본성적으로 좋아하며 끈기와 인내 왕성한 도전성을 가진 교사일 것과 교과적 지식에 대한 전문성보다는 장애아동을 이해할 수 있는 사정기술의 전문성과 교수공학적 접근능력을 비롯한 임기응변의 융통성 있는 대처능력이 특수교사의 기본자질에 포함되어야 한다.

다국어 초록 (Multilingual Abstract)

Teachers, as a psychological environment, are one of variables which have influence on the education. The attitudes and beliefs of the teachers can be conveyed to the child, educatee, thus affecting directly the child's developing personality and attitudes. Also, teaching profession has different aspects from other kinds of occupation, even though it must be one of the means of our livelihood. In case of special education teachers who teach children with disabilities, the mission could not be comparable to others.
Since we believe that successful education would be provided by the qualified teacher, it is significant that we review the ideal statue of teachers which they should have ready.
This study is a review of many literature which are related to the qualification of special education teachers. Included are the kinds of teacher statue, the change of teacher statue, and the ideal statue of the teacher; and then qualification is reviewed by several several points of view.
What to be suggested as qualified teachers are the awareness of their influence on the children's personality and attitudes, the perception of teacher statue with several standpoints, the flexible attitudes on the changes of social value, and the further accountability.
Conclusions of this study show that the qualification of special education teachers is rudimentarily same as that of general education teachers, but it is suggested by three points of view:
First, from the personal viewpoint, it is desirable that special education teachers should have been endowed with their nature of loving children, patience, endurance, kindness, attendance, cheerfulness, inclination for instruction, and energetic challenges.
Second, from the professional viewpoint, the special education teachers have different standpoint from general education teachers, in terms that they should have professional skills which could understand children, rather than professional knowledge of subject matters which are contents which students are taught in the school. That is, emphasized are the diagnosis and assessment skill, the design and evaluation skill of instructional programs, the manufacture and application skill of instructional materials, and the counselor and consultant skill.
Third, from the instructional skill viewpoint, special education teachers should have expedient coping skills against many unpredictable variables which could be faced with during their management of the classroom.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 교사상의 변화
• 1. 성직으로 본 교사상
• 2. 전문직으로 본 교사상
• 3. 노동직으로 본 교사상
• Ⅲ. 이상적인 교사상
• Ⅳ. 특수교육과 교사의 자질
• 1. 인성적 측면
• 2. 전문성의 측면
• 3. 지도 기능적 측면
• Ⅴ. 결론