Perceived Roles and Competencies of Teacher-Aide in Special Education by Special Education Teachers (특수학교 교사의 특수교육보조원의 역할 및 능력에 대한 인식)

KIM IL MYEONG (김일명); Cho, hongjoong (조홍중)

Perceived Roles and Competencies of Teacher-Aide in Special Education by Special Education Teachers

Journal of Special Education: Theory and Practice
Abbr : JSPED
2006, 7(4), pp.121-141
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

KIM IL MYEONG ¹, Cho, hongjoong ²

¹광주여자대학교
²전남대학교

Accredited

ABSTRACT

The purpose of this study is to examine the roles, competencies, and factors disturbing competencies of teacher-aide in special education perceived as important by special education teachers. 122 special education teachers participated in this study. Perceived roles, competencies, and factors disturbing competencies of teacher-aide in special education by special education teachers were analyzed using frequency analysis and chi-square analysis.Results were obtained as follows. First, for perceived roles of teacher-aide in special education by special education teachers, 「aid to life guidance」(44.2%) was perceived as the most important, followed by 「aid to class」(28.6%), while 「aid to office management」(24.5%) was perceived as the least important. Second, for perceived competencies of teacher-aide in special education by special education teachers, 「understanding of special education」(40.1%) was perceived as the most important, followed by 「understanding of general education」(38.5%), and while「understanding of treatment education」(23.1%) was perceived as the least important.Finally, for perceived factors obstructing competencies of teacher-aide in special education by special education teachers, 「student factor」(36.8%) was perceived as the most important, followed by 「institutional factor」(32.7%), while 「teacher factor」(26.2%) was perceived as the least important

KEYWORDS

Special education teacher, teacher-aide in special education, role, competency, obstructing factor

Citation status

* References for papers published after 2023 are currently being built.

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