영재교육 경험을 가진 교사들의 영재교육 방향에 대한 인식 고찰

Abstract

Currently, the interest and demand for gifted education in Korea is decreasing, and it is analyzed that the operational stability and characterization of gifted education institutions are insufficient. In addition, there is a lack of systematic support according to the level and characteristics of individual giftedness, and the negative perception that education is a minority elite still exists. This means that although it has been 20 years since gifted education was introduced in earnest in Korea, problems ranging from the selection of gifted students to the operation of gifted education programs have not yet been resolved. Therefore, this study examines the direction of change in the definition of gifted and gifted education recipients that have been discussed so far, and based on the 1st to 5th Comprehensive Plan for Gifted and Talented Education Promotion, the current status of gifted education in Korea and its achievements and analyzed its limitations. The perception of the future direction of gifted education was examined through focus group interviews with teachers who have experience in gifted education among graduate students at K University and who are interested in gifted education. As a result of the study, three keywords were identified: selection of gifted students, education program for gifted students, and teacher education, and the details are as follows. First, as a result of discussing the selection of gifted children, there was an opinion that various measurement tools were needed, such as considering the environment of students. In addition, there was an opinion that giftedness should not be limited to intellectual ability, but that students who show outstanding talent or achievement in various fields should be provided with opportunities to receive gifted education. Second, in the gifted education program, the need for customized classes was raised by arranging the children selected for gifted education as individuals or in small groups. In addition, it was confirmed that support such as mentor system and education program was needed in cooperation with external organizations such as the Office of Education. Third, teacher education in charge of gifted and talented education often lacks expertise in the field, so it was discussed that gifted and talented teachers need to have that expertise, and it was confirmed that additional research on teacher education is needed.