이 연구는 청각장애학교 교사가 인식하는 실천적 지식의 정향과 구조에 대한 관계를 분석하기 위하여 수행되었다. 전국의 20개 청각장애학교 교사 309명의 설문지가 분석되었다. 이 연구의 설문지는 두 양상을 분석하기 위하여 적용되었다. 실천적 지식의 정향은 5개 구성요인으로 구성되었으며, 모두 25개의 문항으로 작성되었다. 실천적 지식의 구조는 3개의 구성요인의 15개 문항으로 제작되었다. 설문지의 타당도와 신뢰도를 위한 요인분석, 배경변인별 검증을 위한 t/F 분석, 그리고 Amos 모델링 방법 등이 적용되었다. 설문지의 타당도와 신뢰도 분석에서 실천적 지식의 정향은 5개 요인으로 구성되었으며, 실천적 지식의 구조는 3개 요인으로 구성되었다. 이 연구의 결과는 다음과 같다. 첫째, 실천적 지식의 정향은 청각장애학교 교사의 배경변인별에 따라서 통계적으로 유의미한 차이가 없었다. 그러나 실천적 지식의 구조는 청각장애학교 교사의 교직경력에 영향을 받는다. 특히 실천적 지식의 구조에 대한 인식이 청각장애학교 교사의 교직경력이 높을수록 긍정적인데, 이는 실천의 규칙 하위요인의 영향으로 설명된다. 둘째, 실천적 지식의 정향과 구조는 높은 상관관계를 보인다. 이 연구에서는 또한 실천적 지식의 정향과 구조의 중요성에 대하여 논의하고 있다.
The purpose of this study was to illustrate the relationships between the orientation and structure of practical knowledge of the hearing impaired school teachers. This study was proposed by survey design. The questionnaire was divided into two parts, orientation of the practical knowledge with five sub-factors of 25 questions and structure of the practical knowledge with three sub-factors of 15 questions. The 309 teachers who were working for 20 hearing impairment schools were participated for this study. The factor analysis, t/F test, and Amos were utilized for this study, however the one item in the structure of the practical knowledge was deleted by low reliability. The orientation of the practical knowledge was consisted with five factors, however the structure of the practical knowledge was consisted with three factors. The results of this study were that: (a) there were not any relationships in the background variables of the hearing impairment school teachers in the orientation of the practical knowledge, however, the teaching experience was an important background variable to determine the structure of the practical knowledge, especially the rule of the practical knowledge; and (b) there was high reliability in the relationships between the orientation of the practical knowledge and the structure of the practical knowledge. Therefore, this study discussed what were the importances the orientation and structure of the practical knowledge.
The purpose of this study was to illustrate the relationships between the orientation and structure of practical knowledge of the hearing impaired school teachers. This study was proposed by survey design. The questionnaire was divided into two parts, orientation of the practical knowledge with five sub-factors of 25 questions and structure of the practical knowledge with three sub-factors of 15 questions. The 309 teachers who were working for 20 hearing impairment schools were participated for this study. The factor analysis, t/F test, and Amos were utilized for this study, however the one item in the structure of the practical knowledge was deleted by low reliability. The orientation of the practical knowledge was consisted with five factors, however the structure of the practical knowledge was consisted with three factors. The results of this study were that: (a) there were not any relationships in the background variables of the hearing impairment school teachers in the orientation of the practical knowledge, however, the teaching experience was an important background variable to determine the structure of the practical knowledge, especially the rule of the practical knowledge; and (b) there was high reliability in the relationships between the orientation of the practical knowledge and the structure of the practical knowledge. Therefore, this study discussed what were the importances the orientation and structure of the practical knowledge.
