유치원 통합학급 교사들의 남성 유아특수교사에 대한 인식과 경험 탐색

Abstract

Purpose: The purpose of this study is to explore the perceptions and actual experiences of kindergarten teachers working in inclusive classrooms regarding male early childhood special educators (ECSETs).
 Method: To achieve this, relevant prior studies were analyzed, and a semi-structured interview guide was created. Semi-structured interviews were then conducted with six teachers who had experience working with male ECSETs and operating inclusive classrooms. The interview transcripts were subsequently analyzed using the constant comparative method.
 Results: First, male ECSETs, like their female counterparts, were viewed as having the necessary competencies, having undergone the same educational process. Furthermore, they expressed the opinion that during consultation hours, male ECSETs offer a perspective different from that of females and are greatly helpful in situations that require physical strength. Second, the presence of male ECSETs was found to be significantly beneficial in various aspects such as physical activity support, gender equality education, field experiential learning, and disability understanding education. However, perceptions on handling personal care issues for female special education students were suggested to need change. The competency of special education teachers was considered more influenced by individual experience and characteristics than by gender. Third, additional support needs for male ECSETs were proposed, such as installing restrooms and rest areas and activating training or gatherings for male ECSETs.
 Conclusion: This study analyzed perceptions and experiences of male ECSETs, identified their support needs, and proposed directions for future research. The aim was to provide evidence for enhancing the role of male ECSETs and proposing expanded support strategies.