이 연구는 사립 청각장애학교 중견교사의 교육과정과 교수학습 요인의 능숙도 발달 구조를 알아보 기 위하여 조사연구로 수행되었다. 교육과정 12문항과 교수학습 12문항으로 구성된 설문지를 전국의 6개 사립 청각장애학교에 배부하였다. 406명의 설문지를 t 검증과 구조방정식 모델링을 적용하여 자 료 처리하였다. 연구결과는 다음과 같다. 첫째, 사립 청각장애학교 특수교사의 교육과정과 교수학습 능숙도는 교직경력에 따라서 유의미한 차이를 보였다. 둘째, 사립 청각장애학교 중견교사의 교육과 정과 교수학습 능숙도 발달은 과거에 형성된 전문성에 영향을 받는 구조가 아님을 나타내었다. 이 연구에서는 사립 청각장애학교 중견교사의 능숙도는 직선형 또는 연속형으로 발달하는 구조가 아님 을 제안하고 있다.
The purpose of this study was to illustrate the experienced teachers who had at least 10 years teaching experience in the private hearing impaired school how to develop their knowledge and skills with curriculum and learning-teaching for teaching the hearing impaired students at special school environment. A questionnaire with curriculum 20 items and learning-teaching 20 items were used for this study. The 406 data from six schools for the hearing impairment were analyze and t-test and structural equation were utilized for this study. The results of this study were that: (a) the teachers with more than 10 years teaching experiences had higher competencies in curriculum and learning-teaching rather than those of the teachers less that 10 years and more than 5 years. In curriculum knowledge factor and teaching-learning theory factor the teaching experiences were very important in the competencies, however in the teaching-learning application factor was not related with the teaching experiences in the competencies; and (b) the competency development of teachers with teaching experiences of 10 years and more than 5 years were not transferred to those of the teachers with more than 10 years teaching experiences. This study concluded that the structure of competencies in curriculum and learning-teaching factors of the teachers with more than 10 years was not related with linear or serial model.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 결 과 Ⅳ. 논의 및 결론 참고문헌
