본 연구는 특수학급 교사와 통합학급 교사의 협력교수에 대한 인식과 실태 및 지원요구도의 차이를 알아보기 위하여 부산, 대구 및 경남에 소재하고 있는 공립 초등학교 중 특수학급이 설치된 학교를 선정하여 특수학급 교사와 통합학급 교사, 일반학급 교사들을 대상으로 수행되었다. 본 연구의 결론은 첫째, 특수학급교사와 통합학급교사들은 협력교수에 대해 대부분긍정적으로 인식하였으며, 집단간에 차이는 없는 것으로 나타났다. 둘째, 협력 교수 운영 실태에 대해 특수학급교사와 통합학급교사들은 대체로 긍정적으로 인식하였으며, 장애아동을 위한 교육계획 수립에 있어 특수교사들이 보다 협력적인 것으로 나타났다. 셋째, 효율적인 협력교수 운영을 위한 지원은 통합학급 교사들이 보다 높은 요구를 가지고 있었으며, 협력교수 실행을 위한 학급 및 학교환경 개선이 가장 필요한 것으로 나타났다.

The purpose of the present study is to meet support requirements for efficient operation of collaborative teaching by surveying the current state of collaborative teaching between special class teachers and inclusive class teachers and analyzing differences in perception on collaborative teaching. For this study, we selected 226 special and inclusive teachers working in Busan, Daegu and Gyeongsangnam surve on the current state of collaborative teaching and requirements for the support of collaborating teaching, and analyzed the collected data statistically. The results of this study are that : (a) inclusive teachers and special teachers were actively exchanging with each other information on how teach peer children about disabilities, on curriculums for disabled children and on the behavioral development of disabled children, but the level of their collaborative teaching in class was low; (b) most of both special teachers and inclusive teachers had positive perception on collaborative teaching; (c) the most urgent requirement for efficient collaborative teaching was the improvement of educational environment such as class and school environment but demands in teachers’ personal dimension such as additional points in merit rating for inclusive teachers and financially preferential treatment were relatively low. Therefore this study concluded that both inclusive teachers and special teachers perceived collaborative teaching positively but they were still reluctant to have an inclusive class.