聽覺障碍兒 敎師의 專門能力 硏究 = Competencies Needed by Teachers of Hearing Impaired Children
저자
金炳廈 (韓社大學 特殊敎育科)
발행기관
韓社大學特殊敎育硏究所(Research Institute for Special Education HANSA UNIVERSITY)
학술지명
권호사항
발행연도
1981
작성언어
Korean
KDC
379.04
자료형태
학술저널
수록면
129-187(59쪽)
제공처
In this study, I have assumed that teacher education for the hearing impaired in Korea should be reformed to performance/competency-based teacher education. The main purposes of this study are to identify competencies needed by teachers of the hearing impaired and also to examine the perceived importance and selfproficiency of the competencies by Korean teachers of deaf schools.
A systematic approach to determine the competencies needed by teachers of the hearing handicapped was implemented to experts which included teacher educators, administrators, and experienced teachers for the hearing impaired, The competencies developed by the 1974 CED(Council on the Education of the Deaf) Standards of Certification and the competencies lists needed by teachers of hearing impaired infants and their parents developed by Northcott(1971), and the competencies list described by 50 Korean teachers for the deaf were used to identify the competencies in the present study.
Sixty-five competencies were identified by the experts in a systematic approach and then classified into eight categories: (1) Educational Foundation, (2) Psychological Aspects, (3) Speech science and Audiology, (4) Curriculum and Instruction, (5) Counselingand Guidance, (6) Language and Communication Skills, (7) Media and Technology, and (8) Administrative Responsibilities.
The field testing was conducted on 150 Korean teachers from 18 deaf schools to verify the competencies identified by the experts. The findings of the evaluation are summarized as follows:
1. The perceived importance of the competencies was revealed to be very high(total M=4.018, SD=.877), but the self-proficiency of the competencies was perceived slightly low(total M=3.058, SD=.957), i.e., Korean teachers affiramatively perceived importance of the identified competencies in this study. The categories of media, instruction, and communication skills were perceived to be more important than those of audiology and psychological aspects. Among the 65 individual competency lists, knowledge of preschool education for hearing impaired infants, language acquisition of infants, ablity of teaching auditory skills, oral teaching, and individual instruction were highly emphasized as the competencies needed by teachers of the hearing impaired.
2. The perceived importance between the elementary and secondary teachers did not reveal a statistically significant difference in all categories of competencies. Three individual competencies(item 3.3, 6.9, 8.1) were revealed to be significantly different: ① Elementary teachers placed more emphasis on two statements of the physical characteristics of sound(3.3) and methods, procedures, and materials used in teaching auditory skills(6.9); ② Secondary teachers put more emphasis on the relationships with interdisciplinary teams(8.1).
3. Among four groups with different backgrounds of teacher education, three statements(1.7, 2.4, 6.14) were significantly different: the major organizations serving the deaf in Korea and in other countries(1.7); social adaptation and emotional problems(2.4); and research and other literature on communication skills(6.14).
4. Among the four groups with different amounts of teaching experience, no significant difference was shown in the 65 competencies list. However, two of them which are with teaching experience of less than one year and with 11 years or more years revealed significant difference in eight competencies lists in which the latter put more emphasis on the importance of the competencies than the former.
The results shown above suggest that the following conclusions may be appropriate.
1. The Judgement of the experts on the basis of the existing competencies lists can be used as a effective procedure to identify competencies needed by teachers of the hearing impaired in Korea.
2. Korean teachers in their perception of the importance of competencies needed by teachers of the hearing impaired reveal very affirmative responses and they place particular emphasis on competencies related to instruction, media, and communication skills.
3. Teaching levels between elmentary and secondary courses, backgrounds of teacher education, and the length of teaching experience do not affect teachers'perception of the importance of competencies needed by teachers for the hearing handicapped. But teachers with 11 years or more in teaching experience put more emphasis on the perceived importance of competencies than those with under one year of experience.
Korean teachers viewed the identified competencies in this study as highly important. This fact suggests that the Korean teacher education programs should be reformed from the traditional course-based model to a competency-based training model.
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