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Analysis of Linguistic Interaction Elements and Types of Preliminary Special Education Teachers in Elementary Subject Simulated Teaching which Students with Visual Impairments are Included

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2023, 24(4), pp.1-36
  • DOI : 10.19049/JSPED.2023.24.4.01
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 11, 2023
  • Accepted : July 19, 2023
  • Published : December 31, 2023

Sunhi Bak 1

1순천향대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study is to analyze elements and types of preliminary special education teachers’ linguistic interactions in elementary subject simulated teaching in which students with visual impairments are included. [Methods] To achieve the goals, the 40-minute classes was recorded and transcribed, and then analyzed through the interaction analysis framework prepared in this study. [Results] The results of the study are as follows; First, among the interaction elements, the number of teacher feedbacks was the highest, i.e., 995 (38.49%), followed by teacher questioning 852 (32.96%), student questioning 729 (28.20%), and student feedback 9 (0.35%). Several types of feedback that promote interactions in both teacher and student feedback were observed. Similarly, several types of administrative and reactive questionings were observed in teacher and student questionings, respectively. Second, teacher-initiated interactions among the interaction types were more than student-initiated interactions. Among the teacher-initiated interactions, the interaction that led to teacher questioning, student response, and teacher feedback was higher than that of only teacher questioning and student response. [Conclusion] Since verbal interaction is important in class, efforts to improve teaching ability are needed in consideration of the frequency and application characteristics of interaction elements and types of prospective special teachers in the teacher training process. The results of this study, which confirmed the level of interaction of prospective special teachers, can be used as basic data to develop their teaching skills that can facilitate learning of students with/without visual impairments and increase the effectiveness of teaching in elementary school classes, including visually impaired students.

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