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.
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.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 결론 및 제언
