일반고등학교 특수교사의 진로·직업교육 경험에 관한 현상학적 연구

Abstract

General high schools continue the academic tradition in South Korea. This phenomenological study aimed to determine the meaning of career and vocational education experiences for nine general high school special education teachers. Data were collected from interviews, vocational education documents, special classes management plans, literary works, and vocabulary representing the subject. To ensure research integrity, it underwent participant review, peer review, review through the Relational Responsive Community, and IRB review. The organization and interpretation of the collected data consisted of a circular structure that expanded the epistemological and ontological horizons of the research question by creating new questions through hermeneutic circulation and conducting interviews again. The study results found that the essential themes were ‘Bottom of rank: General high school ecosystem cannot be sympathized with,’ ‘Special classes in schools within schools,’ and ‘Special teachers who grow with an existential understanding of students with disabilities’. Through this study results, we discussed disabled students should be able to have valuable experiences that lead to social integration through general high school life, special classes should be restructured, and special teachers should run special classes with an existential understanding of disabled students and the need to grow in self-understanding.