우리나라와 독일의 특수교사 교권 보호 연구

Abstract

Objectives This study is a basic and preparatory work to search for effective alternatives and policies and meas-ures for educational authority of special education teachers in Korea.
 Methods A literature research method was used to derive results from a comparative analysis of each subject through research and collection of data on the meaning of teaching rights and educational authority for special ed-ucation teachers in Korea and Germany, types of infringement on teaching rights, educational authority or educa-tional activities, and intervention and remedy procedures.
 Results First, both Korea and Germany tended to interpret teaching rights as educational authority or activities, which are the roles and duties of teachers that reflect the respect of students and parents. are using. Second, in both Korea and Germany, students, parents, fellow teachers, administrators, and support personnel are subject to violation of special education teachers' rights and educational authority or activities. However, there is a differ-ence in the type and type of infringement. Third, although the mediation and remedy for infringement of teaching rights and educational authority or activities have been improved through the revision of laws and systems in Korea, it is necessary to improve intervention guidelines and manuals that take into account the specificity and individuality of special education sites. Germany establishes policies to prevent and protect teaching rights and educational activities in the context of teacher health and school violence at the state level, and local offices of education develop guideline manuals related to violations of special teachers’ teaching rights and educational au-thority or activities in consideration of each school working environment. It is specified to reflect the experience and position of the victimized special education teacher.
 Conclusions The protection of special teachers' teaching rights and educational authority or activities can be linked to the guarantee of high-quality education rights and teaching rights based on special teachers' pro-fessionalism strengthening efforts based on reflective thinking and the trust of students and parents.