2000년을 기준으로 변경된 특수교사 자격증 제도는 특수교사 양성대학교의 교육과정 운영에 영 향을 미치게 되었다. 즉 장애영역 중심의 심화교육과정으로 운영되었던 과거와는 달리 지금은 모 든 장애아동을 지도하기 위한 기본이수과목 중심의 교육과정으로 운영되고 있다. 특수교사 양성대 학교의 교육과정 변화는 청각장애학교 교사의 수행능력 약화라는 결과를 초래했다. 이 연구는 청 각장애학교 교사를 위한 교사재교육 심화교육과정 모형을 제시하기 위하여 전국의 21개 청각장애 학교 교사 278명의 설문지를 분석하였다. 청각장애학교 교사를 위한 교사재교육 심화교육과정의 필요성과 함께 교육과정 운영의 내용 등을 제시하였다. 또한 모든 특수교사를 위한 교사재교육 심 화교육과정의 필요성도 제기되었다.
The curriculum of the school for the deaf is changed because the system change for special teacher certification has been changed from 2,000. Before 2,000 the special school certification was divided into the category of the disabilities such as deaf, mental retarded, blind, and physical disability, however, after 2000 the certification is changed to special teacher for early childhood, elementary, and middle school without any category of the disabilities such as deaf, mental retarded, blind, and physical disability. Therefore the curriculum of the universities which have the department of special education was changed to general special education,not specific category of the disabilities. Because of this certification change the competencies of the teachers who are working for school for the deaf are getting weak. The purpose of this study is to suggest the model the teacher education training with intensive curriculum for teachers who are working for the deaf. 278 teachers\' questionnaires analyzed for this study. The needs of the deaf school teachers on the teacher education training with intensive curriculum were illustrated. The model of the deaf school teacher education training with intensive curriculum was suggested. Also this study recommended that the teacher education training with intensive curriculum for all special teachers should be necessary to keep on the skills and knowledge to teach the teachers\' students with disabilities.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 결 과 Ⅳ. 논의 및 결론 참고문헌
