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Itinerant Teacher's Experience and Meaning on the Itinerant Classroom Curriculum Operation

고은정 1 Lim, Kyoung-won 2

1청주혜화학교
2공주대학교

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ABSTRACT

This study attempts to provide itinerant teachers with basic information helpful to run the itinerant classroom curriculum, by noticing the problems through the experiences and the meaning that they could encounter throughout the overall operation of the itinerant classroom curriculum and then by navigating effective improvement. In order to achieve the purpose above, interviews were conducted with 10 itinerant teachers and target data obtained through the interviews were analyzed according to a comprehensive analysis procedures based on pragmatic eclecticism. The results of this study are as follows. First, there were multiple difficulties, including IEP writing, caused by the absence of the curriculum to apply for severe-duplication students with disabilities. Second, the study suggested ways to improve on this situation and operational needs, such as the number of itinerant classroom during lessons, IEP writing, and the teachers' arrangement along with severe and multiple curriculum development. This paper proposes that while operating on classroom management, the itinerant education teachers feel the difficulties and a wide range research be necessary about the difficulties and improvements. Moreover, the paper suggests that further research on itinerant training courses suitable for various disorder types should be needed.

Citation status

* References for papers published after 2022 are currently being built.