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A Case Study of the Difficulties and Support Needs of Elementary Teachers in the Management of Gifted Institutions in the Rural Areas of Chungcheongbuk-do Province
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충북 소외지역의 영재교육기관 운영에 있어 초등 교사들이 겪는 어려움 및 지원 요구에 관한 사례연구

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Type
Academic journal
Author
Journal
Korean Society of Elementary Science Education 초등과학교육 초등과학교육 제38권 제1호 KCI Accredited Journals
Published
2019.1
Pages
55 - 72 (18page)

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A Case Study of the Difficulties and Support Needs of Elementary Teachers in the Management of Gifted Institutions in the Rural Areas of Chungcheongbuk-do Province
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Research history (2)

2019

A Case Study of the Difficulties and Support Needs of Elementary Teachers in the Management of Gifted Institutions in the Rural Areas of Chungcheongbuk-do Province
Choi ,  Bomi ,  Jungin Chung 초등과학교육 2019.01 Academic journal

2018

최보미 2018.01 Thesis
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Abstract· Keywords

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The purpose of this study is to find out what kind of difficulties teachers face in the management of the elementary gifted institutions in the rural area of Chungbuk province. In this study, rural area was defined that the area where gifted education is difficult to access due to geographical accessibility or where gifted education service is restricted. The participants of the this study were three elementary gifted teachers who manage elementary gifted education institutions and is teaching science to disadvantaged gifted students. We collected data about the difficulties and support needs for the management of the gifted institutions in the rural area through the questionnaire and the interview. The results of this study are as follows. First, the common difficulty that teachers expressed was the lack of parental attention and awareness of gifted education. Second, the teachers who participated in this study perceived different difficulties according to their area, experience, and environment. Teacher A is the lack of awareness of the managers, teacher B is the difficulty of student selection, teacher C is the most difficult factor in teacher quality management. This difference in perceptions also led to differences in the support improvements required by gifted class teachers in the rural area. Third, the three teachers commonly referred to difficulties to access due to geographical accessibility, and demanded the integrated management of the gifted class in the rural area and the support for the expansion of the class.
#gifted institution #rural area #elementary gifted teacher #difficulties #support needs #disadvantaged gifted students

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References (31)

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배진성 / 2010 / 단위학교별 영재학급에 의한 영재교육 확대 방안에 대한 초등학교 교사와 학부모의 인식에 관한 연구 google schola Cho, S. / 2006 / Finding and educational plan for alienated science gifted: Focusing on the effectiveness of educational program google schola 최병연 / 2014 / 그들은 왜 영재교사를 그만 두었는가? -초등영재교사의 영재교육 경험에 대한 현상학적 분석- / 영재와 영재교육 13(2):88~107 dbpia 최병연 / 2008 / 영재담당 초임교사의 영재교육에 대한 신념과 수업 특성 / 영재와 영재교육 7(1):95~114 dbpia Choi, S. / 2004 / Educational status and policy tasks of the disadvantaged students google schola

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