초등학교 교사의 장애학생에 대한 민감성, 수업설계, 실천적 지식의 구조 관계

Abstract

This study investigated the structural relationship in which elementary school teachers’ sensitivity to students with disabilities affects their instructional design and practical knowledge. A survey was conducted on 361 elementary school teachers. The questionnaire consisted of 10 questions on sensitivity, ten on instructional design, and ten on practical knowledge. Confirmatory factor analysis was applied to determine the measurement model and structural model. The research results are as follows. First, elementary school teachers’ sensitivity to students with disabilities is a structure that influences lesson design as a necessary condition. Second, elementary school teachers’ sensitivity to students with disabilities is a structure that influences practical knowledge as a necessary condition. Third, this structure affects practical knowledge as a necessary and sufficient condition when elementary school teachers’ sensitivity to students with disabilities mediates lesson design. Fourth, although elementary school teachers’ sensitivity to students with disabilities is explained as a direct effect on lesson design, and lesson design and practical knowledge are also explained as direct effects, sensitivity, and practical knowledge appear both as direct and indirect effects. As a result, this study suggests that elementary school teachers’ sensitivity is a significant factor in determining the effectiveness of inclusive education and the importance of instructional design for students with disabilities.