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Component and Learning Content for Teacher Qualification Standard based on Inclusive Science Education-Pedagogical Content Knowledge(ISE-PCK)

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2024, 25(1), pp.157-185
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 7, 2024
  • Accepted : March 18, 2024
  • Published : March 31, 2024

Kim Yong-Seong 1 Jeong, Jin-Su 2

1대구대학교 특수교육재활과학연구소
2대구대학교

Accredited

ABSTRACT

[Purpose] This study aims to explore teacher qualification standards based on Inclusive Science Education-Pedagogical Content Knowledge (ISE-PCK). Additionally, the study aims to explore learning content that fosters ISE-PCK competencies of pre-service science teachers. [Methods] Previous studies and literature on ISE-PCK, special-education teachers, inclusive science teacher qualification standards, and the curricula of teacher training institutions were analyzed to fulfill the purpose of this study. [Results] Teacher qualification standards based on ISE-PCK were grouped into nine categories. The category of inclusive science education(ISE) teaching-learning orientation included teacher professionalism, attitude, and responsibility. Additional categories of teacher qualification standards included knowledge about the curriculum related to ISE, knowledge about the learning content of ISE, understanding of ISE learners, knowledge about teaching-learning strategies of ISE, knowledge about the teaching-learning environment of ISE, and knowledge about the teaching-learning evaluation of ISE. These nine areas were further divided into 50 detailed sub-standards. The learning content to develop the capabilities of ISE teachers included subject-related content such as introduction to special education, science education theory, special education technology, theory of inclusive education for students with disabilities, special physics guidance, and theory of special education curricula. [Conclusion] This study is significant in that it has concretized the qualification standards for detailing ISE teachers' competencies.

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.