발달지체유아 부모교육에서 어머니중심 관점에 선 초임 유아특수교육교사의 갈등심리 사례연구
(주)학지사
- 최초 등록일
- 2015.03.25
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서지정보
ㆍ발행기관 : 한국아동심리치료학회
ㆍ수록지정보 : 한국아동심리치료학회지 / 7권 / 2호
ㆍ저자명 : 강경숙, 김영준, 박혜성, 홍인실
목차
Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 결론 및 논의
영어 초록
Based on mother-oriented perspective, most frequent limitation shown by beginning teachers of early childhood special
education in parent education is the fact that teachers unconditionally accept anticipations and demands by mothers about
education of their children. Such mother-oriented perspective taken by beginning teachers of early childhood special
education place the entire focus of education on mothers, losing most if not all of teacher's authorities and capabilities.
Hence, as number of parent education sessions increases, beginning teachers of early childhood special education may
display an aspect of conflict psychology about initially emphasized mother-oriented perspective and overall parent education.
In addition, in most of beginning teachers of early childhood special education, such conflict psychology acts as an intrinsic
difficulty of teachers instead of being settled by mutual communication with mothers.
From such perspective, the purpose of this study was to analyze various aspects of conflict psychology shown by
beginning teachers of early childhood special education after maintaining mother-oriented perspective in parent education. In
order to fulfill this purpose, semi-structured interviews were conducted in this study. Study results were suggested as 7
aspects (misconception that mothers possess the most ideal image of teachers, and etc.). The results of this study can be
utilized as a scale in questionnaire examining whether beginning teachers of early childhood special education maintain
mother-oriented perspective in parent education.
참고 자료
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