Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Reflection on Pre-service Teachers’ Teaching Experience for Students with Disability in Informal Science Education Environment
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2020, 21(1), pp.139-168
- DOI : 10.19049/JSPED.2020.21.1.07
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : February 12, 2020
- Accepted : March 10, 2020
- Published : March 31, 2020
Kim Yong-Seong 1, Im, Sungmin 1, Hak Jun Lee 2
1대구대학교
2대구대학교 한국특수교육문제연구소
Accredited
ABSTRACT
[Purpose] The purpose of this study is to examine the meaning and nature of pre-service teachers' teaching experience for students with disabilities in informal science education environment by reflecting on pre-service teachers' participation in science fair for students with disability. [Method] To this end, a phenomenological qualitative study was conducted on seven teachers who participated in the science festival of hope. [Results] The results are as follows. First, pre-service teacher realized from the experience of the science teaching situation for students with disability that it is important to understand the characteristics of students with disability for successful science learning. The pre-service teacher encountered difficulties in teaching situation because of a lack of understanding of the student with a disability. Experience has shown that different teaching methods are applied for students with disability and students without disability. Second, pre-service teacher was found to have a high learning effect and a high level of participation in learning by participating in and practicing students with disability. Third, pre-service teachers need to understand the learning characteristics and advantages and disadvantages of students with disability and suggest appropriate goals for successful science learning for students with disability. [Conclusion] In the end, the experience of science teaching for students with disability in informal science education environment helped students to understand the characteristics and strengths and weaknesses of students with disability for science classes, suggest appropriate goals, and realize that learning by manipulation activities is important. To do this, pre-service teacher to provide a variety of representations to the student with a disability, provide opportunities for expression and action in a variety of ways, and enable a variety of participation.
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This paper was written with support from the National Research Foundation of Korea.