@article{ART001329161},
author={표말란 and Jeong, Eun-Hee},
title={Recognition of Special School Teachers on After-school, Its Management},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2009},
volume={10},
number={1},
pages={249-274}
TY - JOUR
AU - 표말란
AU - Jeong, Eun-Hee
TI - Recognition of Special School Teachers on After-school, Its Management
JO - Journal of Special Education: Theory and Practice
PY - 2009
VL - 10
IS - 1
PB - Research Institute of the Korea Special Education
SP - 249
EP - 274
SN - 1598-060X
AB - This study aims to identify special education teachers' recognition on after-school and its management. For the purpose, this study compares special school teachers according to school types, targeting special school teachers who are in charge of after-school in special schools in Gwangju and Jeonnam. For this study, we interviewed 139 teachers who had experiences of after-school instruction in special schools in Gwangju and Jeonnam using a questionnaire. 119 copies (86%) of which we used for actual analysis. The results of the analysis are summarized as follows: First, in respect to the management of after-school, this study found that school heads and parents had the largest interest in it and they were also interested in how much teaching materials and tools, preparation against safety accidents, facilities and equipment are prepared. The programs were inclined to information & communication, art and crafts. Second, its was found that teachers' interest in and recognition on after-school was relatively high, and hoped that after-school would be expanded. The purposes of after-school they considered as most important were development of talent and specialities of the students with disabilities. Their satisfaction in after-school was high, but they felt much energy consumption was the biggest burden. They recognized that blending of external instructors with special education teachers is desirable for after-school teachers, centering on special education teachers. As suggestions for future program, they answered that the program should be developed and expanded according to levels, and pointed out that negative instruction by internal teachers due to excessive tasks is a problem. To improve the expertise of after-school instructors, they mentioned the necessity of training relating to after-school and emphasized steady efforts and self-development of instructors.
KW - special school teachers;after-school;recognition
DO -
UR -
ER -
표말란 and Jeong, Eun-Hee. (2009). Recognition of Special School Teachers on After-school, Its Management. Journal of Special Education: Theory and Practice, 10(1), 249-274.
표말란 and Jeong, Eun-Hee. 2009, "Recognition of Special School Teachers on After-school, Its Management", Journal of Special Education: Theory and Practice, vol.10, no.1 pp.249-274.
표말란, Jeong, Eun-Hee "Recognition of Special School Teachers on After-school, Its Management" Journal of Special Education: Theory and Practice 10.1 pp.249-274 (2009) : 249.
표말란, Jeong, Eun-Hee. Recognition of Special School Teachers on After-school, Its Management. 2009; 10(1), 249-274.
표말란 and Jeong, Eun-Hee. "Recognition of Special School Teachers on After-school, Its Management" Journal of Special Education: Theory and Practice 10, no.1 (2009) : 249-274.
표말란; Jeong, Eun-Hee. Recognition of Special School Teachers on After-school, Its Management. Journal of Special Education: Theory and Practice, 10(1), 249-274.
표말란; Jeong, Eun-Hee. Recognition of Special School Teachers on After-school, Its Management. Journal of Special Education: Theory and Practice. 2009; 10(1) 249-274.
표말란, Jeong, Eun-Hee. Recognition of Special School Teachers on After-school, Its Management. 2009; 10(1), 249-274.
표말란 and Jeong, Eun-Hee. "Recognition of Special School Teachers on After-school, Its Management" Journal of Special Education: Theory and Practice 10, no.1 (2009) : 249-274.
