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본 연구는 장애학생들의 국어과 교과교육에 대한 예비 특수교육 교사들의 교수효능감에 대해 알아보고, 특수교육 교사 양성과정에서의 국어과 교과교육 과목 수강이 예비 특수교육 교사들의 교수효능감에 미치는 효과에 대해 조사하였다. 본 연구의 결과는 다음과 같다. 첫째, 예비 특수교육 교사들의 국어 교과에 대한 교수효능감은 보통 이상이었으나 높은 수준은 아니었다. 둘째, 예비 특수교육 교사의 성별과 학년에 따른 교수효능감은 통계적으로 차이가 나지는 않지만, 남학생이 여학생에 비해서, 2학년이 3,4학년 학생들에 비해 약간 높은 것으로 나타났다. 셋째, 특수교육 교사 양성과정에서의 국어과 교과교육 과목 수강이 예비 특수교육 교사의 교수효능감에 미치는 효과를 알아보기 위한 사전-사후 차이 검증 결과, 통계적으로 유의한 차이는 나타나지 않았으나, 사전 검사에 비해 사후 검사의 전체 교수효능감 평균 점수가 향상되어 국어과 교과교육 과목 수강은 예비 특수교육 교사들의 국어과 교과교육에 대한 교수효능감에 긍정적인 영향을 주었다고 할 수 있다.


The purpose of this study was to investigate teaching efficacy for Korean Language teaching of preliminary school special education teachers and the effects of register for Korean Language subject's education course on teaching efficacy for Korean Language teaching of preliminary school special education teachers. This study has its meaning to provide basic data for development of Korean Language education program in special education teachers training course and prepare a foundation so that an important direction for content structure of subject's education course of preliminary school special education teachers is suggested, by analyzing the teaching efficacy according to preliminary school special education teachers related variables (gender, grade). The target of this study was preliminary special education teachers majoring in elementary special education in university. In this study the Korean Language Teacher's Efficacy(KLTE) analyzed into classroom management efficacy, student participation efficacy, and teaching strategy efficacy. And this study used measurement tools that are modified OSTES(Ohio State Teacher Efficacy Scale) to measure Korean language teacher's efficacy. The collected data were analyzed with SPSS 12.0 for Windows. The conclusion of present study was as follows. 1st, the score of three factors in KLTE was distributed between from 3.53 to 3.76(total score 3.60). These result is lower than 4.0 what is the positive score. The highest score was student participation efficacy, and followed classroom management efficacy, and teaching strategy efficacy. 2nd, after analyzing of the difference in KLTE according to preliminary school special education teachers' gender and grade, no significant differences were found. 3rd, after analyzing of the difference on the effects of register for Korean Language subject's education course on teaching efficacy for Korean Language teaching of preliminary school special education teachers, no significant differences were found. But, as a result of examining relation between variables and teaching efficacy of preliminary special education teachers, teaching efficacy showed a significant difference according to gender and grade. Male rather than female showed a higher degree of teaching efficacy in gender, and the 4 grade was the higher the teaching efficacy was in 2 and 3 grade.