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@article{ART001539677},
author={cha sejin and Hwang, Soon-Young},
title={A perception comparison between teachers and parents about vocational education for elementary students in special school},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2011},
volume={12},
number={1},
pages={27-48}

TY - JOUR
AU - cha sejin
AU - Hwang, Soon-Young
TI - A perception comparison between teachers and parents about vocational education for elementary students in special school
JO - Journal of Special Education: Theory and Practice
PY - 2011
VL - 12
IS - 1
PB - Research Institute of the Korea Special Education
SP - 27
EP - 48
SN - 1598-060X
AB - This study was designed to compare the perception of teachers and parents on vocational education for elementary students in special school by examining the perception of importance and demand of parents as well as teachers. The data for this study was obtained from a survey on the teachers who teach elementary students in the 13 special schools located in Pu-San and Kyung-Nam and the parents whose children go to these schools. The survey covers 6 areas-aim, contents, method, evaluation, support system, practice system of vocational education- with the 11 questions on its importance and 6 questions on demand. The study findings were as follows:First, in terms of the importance of vocational education, the largest difference was found in parents’ and teachers’ perception on its aim, support system and practice system. There was no difference found in contents, method and evaluation of vocational education. The major issues in these areas was private safety skills, understanding/application of interest, talent, capability of students, experience centered education and observation evaluation. Second, regarding the matters of demand, the largest demand of teachers was about curriculum and program while that of parents was about the tie between school and family. The common demand between teachers and parents was found in the understanding/development of students’ interest, talent and capability, experience centered education and observation evaluation.
KW - vocational education;elementary students;perception;parents;teacher
DO -
UR -
ER -

cha sejin and Hwang, Soon-Young. (2011). A perception comparison between teachers and parents about vocational education for elementary students in special school. Journal of Special Education: Theory and Practice, 12(1), 27-48.

cha sejin and Hwang, Soon-Young. 2011, "A perception comparison between teachers and parents about vocational education for elementary students in special school", Journal of Special Education: Theory and Practice, vol.12, no.1 pp.27-48.

cha sejin, Hwang, Soon-Young "A perception comparison between teachers and parents about vocational education for elementary students in special school" Journal of Special Education: Theory and Practice 12.1 pp.27-48 (2011) : 27.

cha sejin, Hwang, Soon-Young. A perception comparison between teachers and parents about vocational education for elementary students in special school. 2011; 12(1), 27-48.

cha sejin and Hwang, Soon-Young. "A perception comparison between teachers and parents about vocational education for elementary students in special school" Journal of Special Education: Theory and Practice 12, no.1 (2011) : 27-48.

cha sejin; Hwang, Soon-Young. A perception comparison between teachers and parents about vocational education for elementary students in special school. Journal of Special Education: Theory and Practice, 12(1), 27-48.

cha sejin; Hwang, Soon-Young. A perception comparison between teachers and parents about vocational education for elementary students in special school. Journal of Special Education: Theory and Practice. 2011; 12(1) 27-48.

cha sejin, Hwang, Soon-Young. A perception comparison between teachers and parents about vocational education for elementary students in special school. 2011; 12(1), 27-48.

cha sejin and Hwang, Soon-Young. "A perception comparison between teachers and parents about vocational education for elementary students in special school" Journal of Special Education: Theory and Practice 12, no.1 (2011) : 27-48.