교육실습을 통한 예비특수교사의 교사효능감 변화

• 영문명: The Investigation on the Change of Teacher Efficacy of Student Special Education Teacher Through Teaching Practicum
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 김정은(Kim, Jung-Eun) 정경옥(Jung, Gyeong-Ok)
• 간행물 정보: 『지체.중복.건강장애연구』제52권 제4호, 367~384쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.10.30

국문 초록

본 연구는 교육실습을 통한 예비특수교사의 교사효능감 변화를 살펴보는 것을 목적으로 한다. 연구대상은 부산·경남·충남 지역의 특수교육관련 학과에 재학 중인 4학년 학생 중 교육실습을 다녀 온 예비특수교사 123명이다. 이들을 대상으로 먼저, 교사효능감 변화를 분석하기 위해 교육실습 전·후의 평균 차 검증을 실시하였다. 그 결과, 전체 교사효능감과 개인적 교사효능감은 교육실습 전보다 후에 통계적으로 유의하게 낮았다. 둘째, 배경변인별 차이를 살펴본 결과, 장애학생 지도경험이 있는 예비특수교사는 교육실습 전·후에 통계적으로 유의한 차이를 보이지 않았지만 지도경험이 없는 교사들은 교육실습 전에 비해 후에 교사효능감이 유의미하게 낮아지는 것으로 나타났다. 그리고 전공별로 살펴본 결과, 초등특수교육 전공 예비교사들은 교육실습 후에 전체 교사효능감과 개인적 효능감이 유의미하게 낮아졌으며, 중등특수교육 전공 예비교사들은 전체 교사효능감, 개인적, 일반적 효능감 모두 실습 후에 유의미하게 낮아졌다. 이에 비해 특수체육교육 전공 학생들은 교육실습 전·후에 유의미한 변화를 보이지 않았다. 이와 더불어 예비특수교사들이 기술한 설문 내용을 통해 교육실습 전·후 교사효능감 변화에 영향을 미치는 원인이 무엇인지를 질적 분석을 통해 살펴보았다. 그 결과, 예비특수교사들은 교육실습 기간 동안의 성공경험, 정서적 지지, 대리적 경험 등의 경험에 따라 교사효능감에서 변화를 보이는 것으로 나타났다.

영문 초록

This study was conducted in order to investigate change of teacher efficacy of student special education teacher through teaching practice. The study results were as follows: First, After Participating teaching practice experiencing, there were statistically differences in total teacher efficacy and personal teacher efficacy. Second, it was revealed that 3 factors: mastery experience, vicarious experience, social persuasion, would have effect on the teacher efficacy of student special education teacher through teaching practice. That is, the teacher efficacy of student special education teacher was improved as more opportunities for performance experience of successful teaching and observing the successful teaching of other models were given during the teaching practice period. And more positive verbal encouragements were offered from all members of practice institutes. This finding would be meaningful as a foundation to indicate the desirable direction for teaching practice for increasing the efficacy of student special education teacher in the future. This study was conducted in order to investigate change of teacher efficacy of student special education teacher through teaching practice. The study results were as follows: First, After Participating teaching practice experiencing, there were statistically differences in total teacher efficacy and personal teacher efficacy. Second, it was revealed that 3 factors: mastery experience, vicarious experience, social persuasion, would have effect on the teacher efficacy of student special education teacher through teaching practice. That is, the teacher efficacy of student special education teacher was improved as more opportunities for performance experience of successful teaching and observing the successful teaching of other models were given during the teaching practice period. And more positive verbal encouragements were offered from all members of practice institutes. This finding would be meaningful as a foundation to indicate the desirable direction for teaching practice for increasing the efficacy of student special education teacher in the future.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 제언

키워드

예비 특수교사 교사효능감 교육실습 teacher efficacy teaching practice teacher efficacy of student special education teacher