한국유아교육연구 제17권 1호 (p.125-147)

특수교사가 배치되지 않은 유치원 장애통합학급의 담임교사로 생활하기

Living as a teacher in a kindergarten of disability in integrated classroom with no special educational teacher
키워드 :
특수교사,special educational teacher,장애통합학급,disability in Integrated class,담임교사,teacher in charge

초록

본 연구는 유아특수교사가 배치되지 않은 유치원 장애통합학급의 담임교사 생활을 살펴보는 데 목적이 있다. 이를 위해 유아특수교사가 배치되지 않은 유치원 장애통합학급의 담임교사를 맡은 바 있는 연구자 본인을 연구대상으로 하여 반성적 저널 등을 통해 자기연구(self-study) 형태의 질적 연구를 수행하였다. 연구결과, 특수교사가 배치되지 않은 장애통합학급 운영 경험은 ‘장애통합학급 마주하기’, ‘장애통합학급, 깊게 들여다보기’, ‘함께 나아가기’, 그리고 ‘공감과 성찰을 바탕으로 발전하기’등 크게 네 가지로 범주화하었다.
This study aims to examine the life of a teachers in a kindergarten of disability in integrated classroom with no special educational teacher. To achieve this study purpose, a qualitative self-study was conducted targeting this researcher, who was a teacher in a kindergarten of disability in integrated classroom with no special educational teacher, through reflective journal, parents counseling journal and participant observation. The study findings are as follows. The researcher classified the experience in teaching an disability in integrated classroom with no special educational teacher into four categories.
First, 「Disability in integrated classroom, Confronting」was classified into 「The first meeting with children」and 「Be a teacher in an of disability in integrated classroom.」.
Second, 「Disability in integrated classroom, Looking into, deeply」was classified into 「Worries about deepening disabled children」, 「Disability in integrated classroom with normal children」, 「Looking into the meeting with parents」, and 「The ideal and the reality that a teacher feels」.
Third, 「Moving forward together」was classified into 「Parents as companions and cooperators」, 「Classroom atmosphere to understand and consider each other」, and 「A teacher to grow by receiving help」.
Fourth, 「Developing, based on empathy and self-reflection」was classified into 「Reflecting on myself as a teacher」and 「Disability in integrated classroom, Moving forward with hope」.