The purpose of this study is to clarify how to improve the level of supervising and the quality of classes in special schools for the intellectually disabled by surveying the standards of teachers awareness and operating progress. Data for the study was collected by deploying 30 questionnaires relat...
The purpose of this study is to clarify how to improve the level of supervising and the quality of classes in special schools for the intellectually disabled by surveying the standards of teachers awareness and operating progress. Data for the study was collected by deploying 30 questionnaires related to operating progress, awareness, and improvements of supervision to 280 teachers from 9 different special schools for the mentally disabled. The data obtained from the questionnaires were analyzed using SPSS 14.0 program and the results are as follows. First, from the analysis of field supervision progress in special schools for the intellectually disabled it was found that the current type of supervision was mostly the fellow supervising and most often hosted by the director of the board. Two sessions of supervision were conducted at special schools for the intellectually disabled during 2011. Supervision classes were processed primarily by the administrators and fellow teachers and class research council is being held by the classroom observers. Teachers in physical education, music, art, and social studies preferred the supervising sessions the most, whereas the teachers in subjects like Korean and math showed the lower affinity with it. In addition, teachers at special schools had a tendency to neglect the application of the results from supervision to improve the future curricula. Second, it was found that the teachers preferred attending to the experimental lessons as a measure to improve teaching and learning from the results of the survey of teachers’perception on supervision at special schools. In addition, they were aware of the importance of supervision and stated that attending to lessons by other teachers could be a good opportunity to acquire information on teaching skills therefore to improve teaching quality. Teachers were participating to the supervising sessions in a relatively positive attitude and trying to the extent to facilitate the operation. The areas that teachers want to be supervised through those sessions include overall teaching skills and problematic behaviors caused by the students’ disabilities. The impact of supervision on improvements in real-life teaching was accepted as medium or not so high. Teachers were equipped with the general information about supervision sessions however they were not popular enough for them to actually be participate in. Therefore, it seems that more opportunities of supervision sessions for current teachers must be provided. The significance and needs of the supervision sessions are well-understood by many teachers but it puts them under pressure to present new creative lessons that are much different from the ordinary ones. Third, classroom observation and analysis must be thoroughly structured and systematic and class research council should be centered on classroom analysis for the efficient supervision. Class research is most effective when disclosed open lecture for specific classes and for the entire unit classes to resolve issues in classrooms. Also, video recording or partial disclosure of the lecture should be avoided. For human resources organization for supervision sessions it is the most desirable to mix experts, teachers, and care takers and the representative must have ample experience in teaching and learning processes. In order to activate supervision sessions, it is required to provide the various training opportunities for improving teaching skills, financial support, and education to reinforce current teaching workforce of proper understanding in supervision. Especially for the supervision in special schools for the intellectually disabled, it has to move toward a direction that can improve classroom activities and teaching skills. Based on the results from this study, a few suggestions are made for the supervision in special schools for the intellectually disabled. First, the outcome of the supervision sessions should not end as a formal procedure but expand to the mean of development by feedbacks of fellow teachers as forming a culture of supervision for the community. Second, it is required to conduct researches of the impact of supervision activities by special-education teachers and expertise development in the special schools to the subjects of the education or the students as well as studies of supervision progress. Third, studies which can gather data from the generalized region or broaden target subjects are needed in order to identify trends. Finally, advanced study that can analyze the inner problems and the real-world problems of supervision managers and teachers must be performed as well as the analysis of supervision procedures by in-depth qualitative research.
The purpose of this study is to clarify how to improve the level of supervising and the quality of classes in special schools for the intellectually disabled by surveying the standards of teachers awareness and operating progress. Data for the study was collected by deploying 30 questionnaires related to operating progress, awareness, and improvements of supervision to 280 teachers from 9 different special schools for the mentally disabled. The data obtained from the questionnaires were analyzed using SPSS 14.0 program and the results are as follows. First, from the analysis of field supervision progress in special schools for the intellectually disabled it was found that the current type of supervision was mostly the fellow supervising and most often hosted by the director of the board. Two sessions of supervision were conducted at special schools for the intellectually disabled during 2011. Supervision classes were processed primarily by the administrators and fellow teachers and class research council is being held by the classroom observers. Teachers in physical education, music, art, and social studies preferred the supervising sessions the most, whereas the teachers in subjects like Korean and math showed the lower affinity with it. In addition, teachers at special schools had a tendency to neglect the application of the results from supervision to improve the future curricula. Second, it was found that the teachers preferred attending to the experimental lessons as a measure to improve teaching and learning from the results of the survey of teachers’perception on supervision at special schools. In addition, they were aware of the importance of supervision and stated that attending to lessons by other teachers could be a good opportunity to acquire information on teaching skills therefore to improve teaching quality. Teachers were participating to the supervising sessions in a relatively positive attitude and trying to the extent to facilitate the operation. The areas that teachers want to be supervised through those sessions include overall teaching skills and problematic behaviors caused by the students’ disabilities. The impact of supervision on improvements in real-life teaching was accepted as medium or not so high. Teachers were equipped with the general information about supervision sessions however they were not popular enough for them to actually be participate in. Therefore, it seems that more opportunities of supervision sessions for current teachers must be provided. The significance and needs of the supervision sessions are well-understood by many teachers but it puts them under pressure to present new creative lessons that are much different from the ordinary ones. Third, classroom observation and analysis must be thoroughly structured and systematic and class research council should be centered on classroom analysis for the efficient supervision. Class research is most effective when disclosed open lecture for specific classes and for the entire unit classes to resolve issues in classrooms. Also, video recording or partial disclosure of the lecture should be avoided. For human resources organization for supervision sessions it is the most desirable to mix experts, teachers, and care takers and the representative must have ample experience in teaching and learning processes. In order to activate supervision sessions, it is required to provide the various training opportunities for improving teaching skills, financial support, and education to reinforce current teaching workforce of proper understanding in supervision. Especially for the supervision in special schools for the intellectually disabled, it has to move toward a direction that can improve classroom activities and teaching skills. Based on the results from this study, a few suggestions are made for the supervision in special schools for the intellectually disabled. First, the outcome of the supervision sessions should not end as a formal procedure but expand to the mean of development by feedbacks of fellow teachers as forming a culture of supervision for the community. Second, it is required to conduct researches of the impact of supervision activities by special-education teachers and expertise development in the special schools to the subjects of the education or the students as well as studies of supervision progress. Third, studies which can gather data from the generalized region or broaden target subjects are needed in order to identify trends. Finally, advanced study that can analyze the inner problems and the real-world problems of supervision managers and teachers must be performed as well as the analysis of supervision procedures by in-depth qualitative research.
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