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팀 활동을 적용한 사례기반학습이 일반교육 교사의 통합교육 효능감 및 학습 만족도에 미치는 영향
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  • 팀 활동을 적용한 사례기반학습이 일반교육 교사의 통합교육 효능감 및 학습 만족도에 미치는 영향
  • The Effect of Case-based Learning Applying Team-based Activities on Teachers’ Efficacy in Inclusive Practice and Learning Satisfaction
저자명
Kijyung Lee
간행물명
학습장애연구KCI
권/호정보
2020년|17권 3호(통권44호)|pp.177-200 (24 pages)
발행정보
한국학습장애학회|한국
파일정보
정기간행물|KOR|
PDF텍스트(0.44MB)
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국문초록

This study was conducted to analyze the effect of case-based learning for students applying team-based activities on teachers’ efficacy in inclusive practice and learning satisfaction. The subjects of this study were 49 graduate students attending the special education major in A National University of Education, and all of them are general education teachers. During the three-hour class in every week, at least one hour was allocated for team-based activities. From week 11, the lecture-style class was reduced 2 to 1 hour so that team-based activities could be more focused, and time was allocated so that team activities could be conducted for 2 hours. Cases include teaching problems of special education students, problem behaviors of students with special needs (including problem behaviors of students without disabilities), parent counseling, and cooperation with special education teachers. As a result of the study, case-based learning for students applying team-based activities has a positive effect on enhancing teachers’ efficacy in inclusive practice, that is, teaching efficacy for students with disabilities, efficacy in managing student behavior, and cooperation with related experts and parents. In addition, learning satisfaction was also high, and teachers who experienced inclusive education showed higher satisfaction statically than teachers who did not experienced inclusive education.

영문초록

This study was conducted to analyze the effect of case-based learning for students applying team-based activities on teachers’ efficacy in inclusive practice and learning satisfaction. The subjects of this study were 49 graduate students attending the special education major in A National University of Education, and all of them are general education teachers. During the three-hour class in every week, at least one hour was allocated for team-based activities. From week 11, the lecture-style class was reduced 2 to 1 hour so that team-based activities could be more focused, and time was allocated so that team activities could be conducted for 2 hours. Cases include teaching problems of special education students, problem behaviors of students with special needs (including problem behaviors of students without disabilities), parent counseling, and cooperation with special education teachers. As a result of the study, case-based learning for students applying team-based activities has a positive effect on enhancing teachers’ efficacy in inclusive practice, that is, teaching efficacy for students with disabilities, efficacy in managing student behavior, and cooperation with related experts and parents. In addition, learning satisfaction was also high, and teachers who experienced inclusive education showed higher satisfaction statically than teachers who did not experienced inclusive education.

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 결론 및 제언

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