이 연구는 농학교에 근무하는 농교사의 교직수행에 대한 심층적이고 구체적인 분석을 통해 농교사의 교직수행을 알아보는 것을 목적으로 하고 있다. 이를 위해 특수교육 정교사 자격증을 소지하고 농학교에 재직 중인 4명의 농교사를 대상으로 설문지와 개별 면담의 2가지 방법을 사용하여 심층면담을 실시하였다. 연구결과는 첫째, 농교사들이 교과지도에서 가장 두드러지게 나타나는 특징은 수어를 1차언어로 하여 수어로 가르친다는 것이다. 둘째, 농교사들은 생활지도 업무 유무를 떠나 농학생들의 생활지도에 직간접적으로 참여하고 있는 것으로 나타났으며, 생활지도에 있어서 가장 큰 이점은 농학생들과 친밀감이 형성되어 있는 것이다. 셋째, 농교사들은 대인관계에서 관리자, 청교사, 학부모 등 대상이 누구인가에 따라 다른 양상을 보인다. 이와 같은 결과는 농교사가 농학생의 지도에 있어 차별화된 능력이 있음을 입증하고, 농교육의 건설적인 발전을 위해 긍정적 영향을 줄 수 있다는 인식 개선을 위한 자료로 활용되는 것에 의의가 있다.
This study aims to present accomplishment actual condition of instruction of curriculum, guidance of deaf students and personal relations of deaf teachers in the deaf schools. The 4 deaf teachers in the deaf school participated for this study. And this study performed by open questionnaires and individual conversations. The overall results are as follows. First, on the instruction of curriculum of deaf teachers first, in order to understand deaf students easily, explain in English. Second, make use storytelling. Third, make use variety visual aids, and forth they make use society and culture of deaf. And fifth, they was teaching restructure the curriculum considering level of students. And then, on the guidance of deaf students, first, they generally guide in accordance with the terms of school, but if that's possible they try to reform students. Second, as it is more effective when they guide considering psychology and character of students, so they was understanding their students. Third, they developed relationship with students thorough established a feeling of trust with students during consulting. Forth, they was consulting of sex, relationship, career and so on to find a solution to problems of deaf student. And fifth, they was teaching restructure the curriculum considering level of students. Finally, on the personal relations, the deaf teachers showed other aspects according to objects(parents, hearing teachers, and administers). It showed the deaf teachers can positive influence on learning and life of their students through this study, so it should be achieved more aggressive to support for the deaf teachers, promote cooperation in field of deaf education, and change perception of deaf's parents. Key words : Deaf Schools, Deaf Teachers, Teaching Professionality
\"Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 요약 및 제언 참고문헌\"
