ScholarWorks@숙명여자대학교

초록

This study examined perceptual differences between general and special education teachers according to their co-teaching experience. A survey was conducted with elementary, middle, and high school teachers, and group differences were analyzed using chi-square tests. The results indicated that co-teaching experience was most common among elementary special education teachers, with elementary schools showing more active implementation than secondary schools. For special education teachers, co-teaching experience was associated with total teaching experience, but not with special education tenure or experience as an inclusive classroom homeroom teacher. Teachers identified student support as the primary benefit of co-teaching, and those with experience recognized this advantage more strongly. In contrast, experienced teachers considered time constraints the main difficulty, while inexperienced teachers emphasized lack of institutional support. Regardless of experience, teachers commonly pointed to systemic barriers such as insufficient institutional support and scheduling conflicts. Support needs differed by group: elementary general education teachers stressed class size reduction, secondary general education teachers emphasized collaborative systems and professional development, and special education teachers highlighted workload reduction and enhanced training. These findings suggest that the institutionalization of co-teaching in inclusive classrooms requires a multi-layered approach, including strengthened administrative support, adequate allocation of personnel and time, and the sharing of educational philosophy. Furthermore, differentiated support tailored to teachers’ co-teaching experience and school level characteristics is recommended.

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