예비교사와 현직교사의 영재교육에 대한 인식 및 영재에 대한 이미지 비교

Abstract

The purpose of this study was to compare the perception on gifted education and the image on gifted children between in-service teachers and pre-service teacher. The results obtained from this study were as follows. First, the perception of gifted education by in-service teachers was higher than that of pre-service teachers. There were differences in perceptions between in-service and pre-service teachers in the reasons for negative perceptions of gifted education, the number of gifted selection and selection tools, the period of gifted education, and the curriculum content. The ratio of responses to effectively operated gifted education institutions and responses to problems to be solved in the operation of gifted education also differed between the two groups. However, in terms of matters necessary to revitalize the gifted class, both pre-service and in-service teachers recognized securing the expertise of the gifted education manager as the most important requirement. It was found that pre-service teachers without experience in field education were different because in-service teachers were aware of the problems they actually encountered in the school field. Second, as a result of analyzing teachers’ images of gifted children, both groups had similar image patterns on gifted children, but pre-service teachers had more preconceptions about gifted students. By comparing the perception on gifted education and the image on giftedchildren between pre-service and in-service teachers, it was intended to help improve the curriculum related to gifted education for pre-service teachers and the training of gifted education for in-service teachers in the future.