이 연구의 목적은 학교 현장에서 학습부진학생들을 어떻게 지원하는 것이 가장 적절할지에 관해 경기도 지역 초등교사들의 의견을 수집하여 분석하고 이에 기반하여 정책적 대안을 제시하는 데 있다. 구체적으로, 학교 현장에 적합한 학습부진 지원 방안, 학습부진 지원 담당 교사 배치 방안, 학습부진 관련 용어, 기초학력보장제도 도입의 적절성 등에 대해 경기도 지역 초등교사 789명의 의견을 온라인 설문조사를 통해 수집하여 분석하였다. 주요 연구결과는 다음과 같았다. 첫째, 학습부진 지원 형태로는 방과 후, 주말, 혹은 정규 수업 이외의 시간에 학부모 동의를 받아 보조교사 혹은 학습부진 지원 전담교사가 보충 지도하는 것을 가장 선호하였다. 둘째, 학습부진 지원 전담교사로는 현직 교사 배치를 가장 선호하였지만 정작 전담교사를 지원하려는 의사는 업무의 양과 강도를 이유로 높지 않다. 셋째, 적정 전담교사 수는 학습부진학생 수를 고려하여 결정해야 하지만, 학년당 1명을 많이 선호하였다. 넷째, 학습부진 지도 전문성 향상을 위한 연수로는 집합 연수 후 현장 적용과 그에 대한 피드백을 묶은 형태를 가장 선호하였고, 희망 연수 영역으로는 학습자의 정서.행동 특성 이해에 대한 요구가 가장 높았다. 다섯째, 학습부진 용어로는 학습지원 대상자를 가장 선호하였고, 학습부진 선별 기준으로는 각 학년별로 정한 읽기, 쓰기, 셈하기 최소 기준이 가장 많이 선호되었다. 여섯째, 기초학력 보장 제도에 대해서는 충분한 지원을 조건으로 찬성한다는 의견이 가장 많았지만, 그냥 찬성한다는 응답자는 전체의 20% 정도로 낮은 편이었다. 또한, 기초학력 보장제도 대상자에서 학습장애학생은 제외해야 한다는 의견이 압도적으로 많았다. 이상의 분석결과를 토대로 학교 현장에서 학습부진 학생 지도 실효성을 높이기 위한 방안들을 제안하였다.
The purpose of this study was to analyze elementary school teachers' opinions on an appropriate support system for students with low achievement. For this purpose, questions on how to support low achieving students, how to assign and train designated supporting teachers, and opinions on the proposed law for guaranteeing minimum academic achievement were sent to 789 Gyeonggi province elementary school teachers. The major findings were as followings. First, teachers preferred to designating and assigning supporting teachers to each school to help students with low achievement during regular class, after school, and on a weekend. Second, as candidates for designated supporting teachers, in-service teachers were preferred to other personals. However, the teachers themselves did not want that position because of the amount and severity of workload. Third, the teachers hopped at least one designated support teacher per school. Fourth, the teachers wanted a training method composed of providing lectures, applying what they were taught, and receiving feedbacks on what the have done during the previous week. Fifth, the teachers preferred to changing the current term of students with low achievement with students who need academic learning supports. They also wanted to change the selection criterion of low achievement. Sixth, many teachers opposed to the proposed law for guaranteeing minimum academic achievement because of the possible increasement of workload. In addition, majority of the participated teachers agreed to excluding students with learning disabilities from the target group of the proposed law. Based on these results, some suggestions were provided.
The purpose of this study was to analyze elementary school teachers' opinions on an appropriate support system for students with low achievement. For this purpose, questions on how to support low achieving students, how to assign and train designated supporting teachers, and opinions on the proposed law for guaranteeing minimum academic achievement were sent to 789 Gyeonggi province elementary school teachers. The major findings were as followings. First, teachers preferred to designating and assigning supporting teachers to each school to help students with low achievement during regular class, after school, and on a weekend. Second, as candidates for designated supporting teachers, in-service teachers were preferred to other personals. However, the teachers themselves did not want that position because of the amount and severity of workload. Third, the teachers hopped at least one designated support teacher per school. Fourth, the teachers wanted a training method composed of providing lectures, applying what they were taught, and receiving feedbacks on what the have done during the previous week. Fifth, the teachers preferred to changing the current term of students with low achievement with students who need academic learning supports. They also wanted to change the selection criterion of low achievement. Sixth, many teachers opposed to the proposed law for guaranteeing minimum academic achievement because of the possible increasement of workload. In addition, majority of the participated teachers agreed to excluding students with learning disabilities from the target group of the proposed law. Based on these results, some suggestions were provided.
