통합보육시설에서 보육교사와 장애전담교사의 역할 인식과 수행에 관한 연구 The Role Recognition and Ideal Role Implementation of Early Childhood Education Teacher and Early Childhood Special Education Teacher in Inclusive Settings
보육시설에서의 통합은 완전 통합의 형태로 한 학급에 학급의 프로그램을 담당하는 보육교사와 통합된 장애 유아를 지원하는 장애전담교사가 배치되어 있다. 이들의 협력은 통합의 성패에 주요한 요인으로 대두되고 있는데, 교사 협력의 현실적 방안설정을 위한 기초 자료로 보육교사와 장애전담교사들이 자신이 현재 수행하고 있는 역할의 중요도와 실행도에 대한 인식은 어떠한지, 현재의 수행 상황과 상관없이 두 집단의 교사들 중 어떤 교사가 담당하는 것이 이상적이라고 생각하는지에 대해 알아보았다. 서울시에서 통합을 시행하고 있는 67개 어린이집에서 보육교사 68명과 장애전담교사 75명 총 143명을 대상으로 설문조사를 실시하였다. 분석 결과 보육교사와 장애전담교사 집단 간 중요도와 실행도에서 역할 인식의 차이는 나타나지 않았고, 각 집단 내에서 역할에 대한 중요도는 높게 인식하고 있으나 수행도는 낮은 것으로 나타났다. 그리고 이상적인 역할 수행을 집단 별로 나누기 보다는 같이 수행하는 것이 좋다는 응답율이 높았다. 분석 결과들에 근거해서 추후 방안들이 논의되었다.
보육시설에서의 통합은 완전 통합의 형태로 한 학급에 학급의 프로그램을 담당하는 보육교사와 통합된 장애 유아를 지원하는 장애전담교사가 배치되어 있다. 이들의 협력은 통합의 성패에 주요한 요인으로 대두되고 있는데, 교사 협력의 현실적 방안설정을 위한 기초 자료로 보육교사와 장애전담교사들이 자신이 현재 수행하고 있는 역할의 중요도와 실행도에 대한 인식은 어떠한지, 현재의 수행 상황과 상관없이 두 집단의 교사들 중 어떤 교사가 담당하는 것이 이상적이라고 생각하는지에 대해 알아보았다. 서울시에서 통합을 시행하고 있는 67개 어린이집에서 보육교사 68명과 장애전담교사 75명 총 143명을 대상으로 설문조사를 실시하였다. 분석 결과 보육교사와 장애전담교사 집단 간 중요도와 실행도에서 역할 인식의 차이는 나타나지 않았고, 각 집단 내에서 역할에 대한 중요도는 높게 인식하고 있으나 수행도는 낮은 것으로 나타났다. 그리고 이상적인 역할 수행을 집단 별로 나누기 보다는 같이 수행하는 것이 좋다는 응답율이 높았다. 분석 결과들에 근거해서 추후 방안들이 논의되었다.
The inclusive settings need the diverse role for teachers and the different role implementation based on the special needs of children. This study is intended to know the recognition of role importance and the degree of role implementation of teachers-early childhood teachers and early childhood spe...
The inclusive settings need the diverse role for teachers and the different role implementation based on the special needs of children. This study is intended to know the recognition of role importance and the degree of role implementation of teachers-early childhood teachers and early childhood special teachers who cooperate with each other, and the their thought of ideal role responsibilities in the inclusive preschool education. The data were collected with the role importance and implementation and the ideal role responsibility in the inclusive settings based on the recognition of two group teachers. In this study, 68 early childhood teachers and 75 early childhood special teachers participated who worked at the inclusive public child care and education centers in Seoul. The survey was included with the informations on 6 role categories of teachers (curriculum design, lesson plan and implementation, assessment, study for empowerment, corporation, evaluation). The results of this study were as followed. First, the recognitions of the role importance by two groups were above 3.5. The assessment category was higher in the group of early childhood special teachers. Second, the recognitions of the role implementation by two groups: early childhood teachers 3.13(mean scores), early childhood special teachers 3.29(mean scores) showed no difference. There were no difference between two groups. Third, the recognitions of the role importance by two groups were higher than those of the role implementation. Fourth, 50 percentage of teachers in two groups responded to ideal role responsibilities as ‘together’ in every category. The group of early childhood special teachers showed the higher tendency in the categories of assessment, corporation, and evaluation. In the study for empowerment, responses of ‘do not know’ were higher than any other categories. According to these results, the suggestions to increase the degree of role implementation and to enhance the role speciality were discussed.
The inclusive settings need the diverse role for teachers and the different role implementation based on the special needs of children. This study is intended to know the recognition of role importance and the degree of role implementation of teachers-early childhood teachers and early childhood special teachers who cooperate with each other, and the their thought of ideal role responsibilities in the inclusive preschool education. The data were collected with the role importance and implementation and the ideal role responsibility in the inclusive settings based on the recognition of two group teachers. In this study, 68 early childhood teachers and 75 early childhood special teachers participated who worked at the inclusive public child care and education centers in Seoul. The survey was included with the informations on 6 role categories of teachers (curriculum design, lesson plan and implementation, assessment, study for empowerment, corporation, evaluation). The results of this study were as followed. First, the recognitions of the role importance by two groups were above 3.5. The assessment category was higher in the group of early childhood special teachers. Second, the recognitions of the role implementation by two groups: early childhood teachers 3.13(mean scores), early childhood special teachers 3.29(mean scores) showed no difference. There were no difference between two groups. Third, the recognitions of the role importance by two groups were higher than those of the role implementation. Fourth, 50 percentage of teachers in two groups responded to ideal role responsibilities as ‘together’ in every category. The group of early childhood special teachers showed the higher tendency in the categories of assessment, corporation, and evaluation. In the study for empowerment, responses of ‘do not know’ were higher than any other categories. According to these results, the suggestions to increase the degree of role implementation and to enhance the role speciality were discussed.
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