본 연구는 지적장애 특수학교의 직업교육 내실화를 위한 현장교사의 전문성개발에 대한 발전방향을 모색하기 위해 CIPP모형에 기반하여 교사가 이수한 직업교육 직무연수에 대한 평가를 실시하였다. 연구대상자는 전국 103개 지적장애 특수학교에서 직업교육 관련 수업을 담당하는 중등교사 중 최근 4년간 직업교육 직무연수를 한번이라도 이수한 경험이 있는 395명을 대상으로 하였다. 연구는 설문지를 이용한 조사연구로 과정평가 모형의 일종인 CIPP모형에 기반을 둔 48문항으로 구성된 설문지를 이용하여 실시하였고, 수집된 자료는 SPSS 18.0 프로그램을 사용하여 분석하였다. 본 연구를 통해 분석된 결과는 첫째, 직업교육 직무연수에 대한 전반적인 평가는 보통 이상이었다. 특히 CIPP모형을 기반으로 했을 때, 투입평가가 긍정적으로 평가되었으며 상황평가의 보완이 필요한 것으로 나타났다. 둘째, 직업교육 직무연수에 대한 영역별에서 상황평가는 연수참여의 자발성, 투입평가는 연수이수를 위한 행정적 지원, 과정평가는 강사의 전문성 수준, 산출평가는 연수운영의 전반적인 만족도가 긍정적으로 평가되었다. 이를 종합해보면, 직업교육 직무연수의 강점은 연수기회의 참여확대였고, 약점은 사전조사와 대상자분석의 보완이었다. 따라서 앞으로의 지적장애 특수학교 직업담당교사를 위한 직업교육 직무연수는 연수상황 파악을 위해 수요자와 학교현장의 사전 실태 분석을 통한 연수 개설이 요구된다.

This study is to seek the CIPP evaluation model applied with professional development program for vocational education perceived by vocational teachers in special schools for students with intellectual disabilities. To fulfill this purpose, following research questions are established. 1. To conduct overall evaluation about professional development program for vocational education through vocational teachers who work at special schools for students with intellectual disabilities. 2. To analyze sub-categories evaluation of about professional development program for vocational education through vocational teachers who work at special schools for students with intellectual disabilities. The subjects of this study are 395 secondary education teachers who have experience of professional development program for vocational education in 103 schools for students with intellectual disabilities throughout the country. According to the research questions, survey questionnaire was conducted to analyze both evaluation that used CIPP model of professional development program for vocational education. The collected data was analyzed by SPSS 18.0. The results are as follow: Overall evaluation about professional development program for vocational education was above average. Seeing sub-categories of evaluation, input evaluation is the most positive evaluation, product evaluation, process evaluation, and context evaluation are in order. The outcome suggests that professional development program for input evaluation like plan and support is more positive than others, but professional development program for context evaluation such as pre-analysis and direction guidance is need to be modified and supplemented. This study suggests that understanding of professional development program context needs to be implemented through analysis of reality between vocational teachers and school environment. After that, to meet satisfaction with professional development program, planning for professional development program and notifying demand of vocational teacher are necessary. Furthermore, professional development program agency should improve teachers` demand and evaluation.