예비 특수교사의 역량표준기반 시각장애학생교육 프로그램 참여경험 연구

Abstract

This study developed a 15-week short-term program specialized in teaching students with
 visual impairment and explored the participation experiences of pre-service special education
 teachers in the program. The researcher extracted core standards for teaching students with visual
 impairments based on literature review and expert review, then collected the outcome portfolios
 and in-depth interview data from eight pre-service special education teachers. The study findings
 indicated that standards-based short-term activities provided practical and case-based learning
 opportunities, enabling participants to acquire professional competencies for teaching students with
 visual impairments. The participants gained specific knowledge and skills, including the understanding
 of learners with visual impairments, expertise in teaching, and practical experience in school
 settings. The study demonstrated how a standards-based approach benefits pre-service special
 education teachers, providing them with authentic experiences and a solid foundation for special
 education teacher preparation programs.