초등 영재교사가 느끼는 영재교육 어려움에 관한 사례연구

Alternative Title
A Case Study on the Difficulties about Gifted Education of Elementary Teachers for the Gifted
Author(s)
이수진
Alternative Author(s)
Lee. Su Jin
Advisor
유미현
Department
교육대학원 영재교육
Publisher
The Graduate School, Ajou University
Publication Year
2018-02
Language
kor
Keyword
영재교육 어려움초등영재교사사례연구
Abstract
본 연구의 목적은 초등 영재교사의 어려움을 질적 사례 연구기법을 활용하여 알아보고 이해하는 것이 목적이다. 연구대상은 경기도 S시 소재 초등학교 영재교사로 활동 중인 교사 2명이다. 2명의 교사는 영재교육경력 3년 2개월, 8년 2개월로 경력의 차이를 두어 선정하였다. 본 연구의 목적을 달성하기 위하여 연구 참여자들을 대상으로 영재교육경험 전반에 관해 자유롭게 대답할 수 있도록 반구조화된 면담을 실시하였다. 면담 수행 결과를 초기코딩과 심층코딩의 과정을 거쳐 영재교육 전반에서 느끼는 어려움, 영재교사의 전문성과 책임의식 관련한 어려움, 영재교육 지원 및 보상체계에 대한 어려움, 영재교육 업무와 대인관계에서 느끼는 어려움의 주제어로 변환하였다. 본 연구의 연구 참여자들은 영재교육에 대한 관심과 열정이 높았다. 영재교육을 하고 싶어서 자발적으로 지원하였고, 영재교육이 잘 되었으면 하는 바람이 크다고 나타났다. 두 교사 모두 맡은 수업에 대한 책임의식이 높고, 맡은 수업을 잘하고 싶어 자기계발의 일환으로 현재 교육대학원 영재교육전공 재학 중이다. 전문성 향상을 위한 영재교육 직무연수과정은 도움이 되었으나 영재수업의 질적 성장을 위해 지속적이고 다양한 영재교사교육이 필요하다고 나타났다. 영재교육 지원 및 보상체계에 대한 어려움이 가장 크게 나타났다. 예산축소에 따른 행․재정적 지원 및 보상이 아쉽고, 승진가산점부여로 영재교육참여 동기가 변질되어 영재교육의 질이 떨어지고 있음을 안타까워하고 있었다. 영재교육 업무와 대인관계에서 느끼는 어려움은 본 연구의 연구 참여자 중 상대적으로 영재교육경력이 낮은 교사가 어려움의 정도를 크게 느끼고 있었다. 연구 참여자 중 영재교육경력이 높은 교사의 추가 면담결과, 실제 이로 인해 어려움을 느끼는 영재교사가 많아 경력영재교사와의 협력관계를 위한 체계를 마련할 필요가 있다고 나타났다. 이와 같이 다양한 유형의 어려움 속에서도 본 연구의 연구 참여자들과 마찬가지로 순수한 열정을 가진 다수의 영재교사들이 적절한 인정과 지원을 받으며 반짝이는 아이들의 미래를 이끌어 나가기 위한 영재교육환경을 마련해주는 것은 분명 중요한 일임에 틀림없다. 이에 본 연구는 영재교사가 느끼는 영재교육 운영 환경에서의 어려움에 관한 다수의 선행연구를 뒷받침하는 질적 연구로서 교육정책이나 실천현장에서 영재교사의 직무만족을 향상시키기 위한 개입 및 프로그램 개발에 대한 방향 제시에 도움이 될 것이다.
Alternative Abstract
The purpose of this study is to examine and understand the difficulties that elementary school gifted education teachers face, using a qualitative case research technique. Study subjects were 2 teachers working as gifted education teachers at an elementary school based in S city, Gyeonggi province. Two teachers were selected based on the gap between their experience (one had 3 years and 2 months of gifted education experience, while the other had 8 years and 2 months). A semi-structured interview was given to the study participants; they were able to freely respond concerning general experience in gifted education to achieve the study objective. Through initial coding and in-depth coding, the interview results were converted to key words of difficulties in the whole of gifted education; difficulties related to professionalism and sense of responsibility; difficulties in supporting and rewarding gifted education; difficulties in gifted education and interpersonal relationships. Participants in this study had a strong interest in and passion for gifted education. They had volunteered because they wanted to take part in gifted education, and expressed a strong wish for the positive future of gifted education. Both teachers had a strong sense of responsibility for their classes. They were currently studying gifted education at a graduate school of education as part of self-development in the hopes of providing quality education in their classes. Gifted education teaching training was found to be helpful for enhancing their professionalism, and the study shows that more regular and diverse education for gifted education teachers is required to promote the further qualitative growth of gifted education. The teachers faced the greatest difficulties with regard to support and rewards for gifted education. Administrative and financial support and rewards were insufficient due to budget cuts, and they were disheartened about the fact that an additional point system for promotion had changed the initial motivation for teachers to participate in gifted education, consequently affecting the quality of gifted education. In terms of interpersonal relationships concerning tasks in gifted education, between the two participants, the teacher with less experience in gifted education found them to be relatively more difficult. An additional interview with the teacher with longer experience revealed that, in fact, many of the gifted education teachers found it difficult to manage interpersonal relationships, implying that it is necessary to establish a system for cooperative relationships with experienced gifted education teachers. As this study demonstrated, there are a number of gifted education teachers with genuine passion for gifted education, just like the two study participants, despite a variety of difficulties they face. It is absolutely crucial for them to be acknowledged for their efforts and to receive support. It is evident that a good environment for gifted education should be provided to enable these teachers to lead the future of brilliant children. This study is a qualitative study which supports various existing studies related to difficulties in gifted education teachers face in the gifted education environment. The findings of this study suggest directions for education policy, intervention, and program development to enhance the job satisfaction of gifted education teachers working in actual classrooms.
URI
https://dspace.ajou.ac.kr/handle/2018.oak/13836
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Special Graduate Schools > Graduate School of Education > Convergence Talent Training > 3. Theses(Master)
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