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이 연구는 정신지체 특수학교 직업지도 교사들의 전환교육 수행능력 중요도와 성취도 인식수준을 알아보는 조사연구이다. 조사대상은 경상남북도와 대구광역시에 재직하는 직업교육교사 100명을 대상으로 변인별(성별, 학력별, 학급별, 경력별, 자격별)로 CEC 전환교육교사 수행능력 진술표를 기준으로 8개 영역 55개 문항을 조사하였다. 그 결과 전환교육교사의 수행능력에 대한 중요도 인식수준은 대체로 높다. 반면 중요도 인식에 비해 자기 성취 수준에 대한 인식은 대체적으로 낮다. 이는 교육현장에서 전환교육이 잘 수행되고 있지 못함을 의미한다고 볼 수 있다. 전환교육 수행능력에 대한 기준은 직업교육교사들에게 유용한 지침이 될 수 있다.


The purpose of this study was to examine how teachers at special schools for the mentally retarded perceived the importance of teacher performance for transition education and to what extent they could actually provide it in a bid to identify what problems transition education was confronted with. The subjects of this study selected 130 teachers who are in charge of middle school students, high school students and posthigh class at special schools for the mentally retarded in Gyeongsang province and Daegu. The questionnaires used in earlier studies to find out what qualifications teachers in charge of transition education should have were rearranged through the advice of this researcher's main professor to suit the purpose of the study, and Likert scale was employed. After a survey was conducted, statistical data on frequency and mean were obtained to see how they looked at the importance of teacher performance for transition education and to what extent they actually offered it. In addition, t-test and F-test were implemented. The findings of the study were as follows;First, the teachers investigated were well cognizant of the importance of teacher performance for transition education, and this fact suggested that transition education should be conducted in a systematic way. Second, in spite of their perception of the importance of teacher performance for transition education, their actual performance of it lagged behind in large part. To make transition education successful, it's urgently required to improve their competency for transition education.