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Perception and Needs of Special Education Teachers on the Teaching Competency

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2017, 18(2), pp.245-266
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

이선민 1 Park Jae Kook 1 Kim, Eunra 1

1부산대학교

Accredited

ABSTRACT

The purpose of this study was to explore the level of perception on teaching competency of special education teachers and the level of their needs. To these ends, 162 special education teachers were asked to complete the questionnaire designed by using literature review. Results were as follows. First, there were significant differences between the importance level and current status level of five sub teaching competencies. As well, there were statistically significant differences according to sociodemographic variables such as career period, school class, duty organ, and status of homeroom teacher. Second, in terms of special education teachers’ needs on the teaching competency, they needed various competencies such as ‘assessment the learning outcomes with proper instrument for evaluation’, ‘understanding a series of inter-subject and intra-subject’, ‘self-reflection and peer-evaluation after class’, and ‘delivering an individualized instruction’. Based on these findings, practical strategics for developing teaching competencies were suggested.

Citation status

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

This paper was written with support from the National Research Foundation of Korea.