진로와 직업 교과를 가르치는 저경력 교사의 수업 전문성 탐구과정에 대한 자문화기술지

Abstract

Objectives The purpose of this study is to explore the experiences experienced by low-career special teachers while teaching career and vocational subjects at special schools through self-cultural technology magazines and how they formed the expertise of career and vocational classes through such experiences.
 Methods The autoethnography research method was used as a means to the ends of this study. Autoethnography is a research method in which researchers use their autobiographical data to describe individual experiences from a self-reflection and self-reflection perspective. From the point of view of the 1st person protagonist and observer, this research method was used to capture the teacher's vivid teaching experience and in-depth class reflection.
 Results First, I structured the teacher's curriculum by categorizing practice topics into three levels. In addition, I based our learning goals on the application of making and using practical items in an effort to encourage students with disabilities to lead independent lives when they become adults. Secondly, I designed an evaluation study sheet and result sheet to understand a student's base knowledge and level of performance in practicum. In addition, I came up with an alternative that considers the individual characteristics and abilities of students so that all students can participate in an activity. Thirdly, I implemented repeated learning and formative evaluations, which emphasized on student's learning process. In addition, instead of insisting on a 1:1 or group study, I switched things up. Each week, we rotated 1:1, 2:1, and 3:1 learning, which led to an increase in students' participation in learning activities. Lastly, in order to develop the level of professionalism in the practical subjects, peer reviews and self-assessments were conducted to provide opportunities for class reflection and to develop teaching expertise, such as completing the basic curriculum for natural soap and cosmetics.
 Conclusions As a low-experience special teacher, I found that class expertise was formed and improved through class experiences for disabled students with various characteristics, and for professional classes, teachers had to steadily implement self-discipline courses to cultivate PCK.