초등특수교사가 국어 수업을 하며 겪은 경험과 인식을 통해 바라본 특수학급 수업의 구조적 상황 The structural situation of the special class lessons looked at through the experiences and awareness that elementary special teachers underwent during the Korean language class
This study is aimed at concretely and structurally apprehending the lesson context and teacher situation of the elementary special class Korean subject through the grounded theoretic method. The study was conducted through semi-structured interview with 10 special elementary school class teachers in the A region as the subjects. The research process was executed through repetitive comparative analysis method and 100 open coding, 29 lower categories and 11 upper categories were deduced. The upper categories deduced were classified in terms of the relevant paradigms. Through the paradigm analysis, the interaction of the experience and awareness of the elementary special class teachers surrounding the Korean language lesson and the situation model of the structural situation surrounding the teachers teaching special class Korean language were drawn. In the Korean language lesson process model of the elementary special class teachers, the following results appeared: 'background and lesson preparation before teachers teach Korean language', 'lesson situation', 'effort to improve the lesson', and 'demand for educational field support'. In the situation model of the structural situation surrounding teachers who taught Korean language in the special class, a structure appeared depending on the situation and interaction of the 'macroscopic dimension', 'school dimension', and 'teacher dimension'. Through these results, the problems resulting from the lesson situation of special teachers and the solution direction were examined by interpreting and discussing structures looked at through the study participants' experiences on the elementary special class Korean language lesson.
This study is aimed at concretely and structurally apprehending the lesson context and teacher situation of the elementary special class Korean subject through the grounded theoretic method. The study was conducted through semi-structured interview with 10 special elementary school class teachers in the A region as the subjects. The research process was executed through repetitive comparative analysis method and 100 open coding, 29 lower categories and 11 upper categories were deduced. The upper categories deduced were classified in terms of the relevant paradigms. Through the paradigm analysis, the interaction of the experience and awareness of the elementary special class teachers surrounding the Korean language lesson and the situation model of the structural situation surrounding the teachers teaching special class Korean language were drawn. In the Korean language lesson process model of the elementary special class teachers, the following results appeared: 'background and lesson preparation before teachers teach Korean language', 'lesson situation', 'effort to improve the lesson', and 'demand for educational field support'. In the situation model of the structural situation surrounding teachers who taught Korean language in the special class, a structure appeared depending on the situation and interaction of the 'macroscopic dimension', 'school dimension', and 'teacher dimension'. Through these results, the problems resulting from the lesson situation of special teachers and the solution direction were examined by interpreting and discussing structures looked at through the study participants' experiences on the elementary special class Korean language lesson.
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