특수교육 교원 양성의 표준적 모형 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify problems by defining current training systems for special education teachers into training institutions, certificate systems, and training procedures with regard to timely appropriateness, future-oriented goals, identity of special education, and also to suggest a standardized model of training for special education teacher in Korea.

For attainment of this goal, the fo11owing procedures were used in this study: First, special education teachers' training systems of other more advanced countrieswere compared and reviewed in a comparative educational perspectives; Second,current situations and problems on special education teachers' training in Korea wereinspected; Third, needs of related legislations and curricula were analyzed; Forth,special education professionals and special teachers were participated in this studyfor survey.

The suggestions which have to be considered to improve special education training as a standardized model are as fo11ows:

First, training for special education teachers should be operated in the deparnents of special education at 4 years-universities(including Early ChildhoodSpecial Education), departments related to special education, graduate schools whichinclude special education majors(including preschool, elementary, and secondary),and graduate schools of special education, and also basic systems for specialeducation teachers' training should be, primarily, focused on graduate levels ofstudies.

Second, certificate system for special education teachers can be operated according to the current systems, but an application area related to special education should be written in parenthesis or blank for teachers' certification of therapeuticeducation and vocational education, and, specifically, a specific majoring nameshoutd be shown in the blank only for therapeutic education.

Third, training procedures of special education teachers suggested in this study represented a standardized curriculum, and also represented a knowledge and skills on standardized contents regarding course requirement, curriculum, and rules on course credits necessary to teachers' professionalism and performances.