The purpose of this study was to obtain implications for preparing Korean Behavior Analyst Certification by analyzing the subjects related to behavior analysis at special education teacher training that reflects the qualification standards of bachelor's degree program, which has recently been increasing interest in Korea. We analyzed the curriculum posted on the department's website for 46 departments of 31 universities with special education departments among universities that are special education teacher training institution of nationwide. The results of the study are as follows. First, 23 out of 31 colleges (74.2%) have both behavioral analysis principles and clinical practice courses in the department (major) for training teachers in special schools nationwide. Second, 49 subjects related to behavioral analysis principles were opened in the National Special School Teacher Training Department (major), and mainly consisted of 3 credits for elective major, with subject names such as ‘Behavioral modification’, ‘Positive Behavior Support’, and ‘Special child behavior modification’. Third, 123 subjects related to clinical practice were opened in the department (major) for training teachers in special schools nationwide, and mainly consisted of 3 or 2 or less credits for elective major and teaching profession, with subject names such as ‘Educational volunteer activities’, ‘School field practice’, ‘Educational volunteer activities’, and ‘Special education field practice’. According to the results of this study, in order to prepare a bachelor's degree course for behavioral analysis specialists, the necessity of opening additional courses related to behavioral interventions to strengthen the professional competence of preliminary special education teachers was discussed.
이 연구는 특수학교 정교사 양성기관의 행동분석 관련 교과목을 분석하여 학사 수준 한국행동분석전문가 자격 마련을 위한 시사점을 얻고자 하였다. 전국 특수학교 정교사 양성기관인 대학 중 특수교육과 및 특수교육학부가 설치된 31개 대학교 46개 학과(전공)를 대상으로 학과 홈페이지에 탑재된 교육과정을 분석하였다. 연구 결과, 첫째, 전국 특수학교 정교사 양성 학과(전공)에서 행동분석원리와 임상실습 과목이 모두 개설된 대학은 31개 대학 중 23개 대학이다(74.2%). 둘째, 전국 특수학교 정교사 양성 학과(전공)에서 행동분석원리 관련 49과목이 개설되었고, 주로전공선택 3학점으로서, ‘행동수정’‘긍정적 행동지원’, ‘특수아행동수정’ 등의 과목명으로 나타났다. 셋째, 전국 특수학교 정교사 양성 학과(전공)에서 임상실습 관련 123과목이 개설되었고, 주로 전공선택 또는 교직의 이수구분이며, 2학점 이하 또는 3학점으로서 ‘교육봉사활동’, ‘학교현장실습’, ‘특수교육현장실습’ 등의 과목명으로 나타났다. 이 연구의 결과에 따라 행동분석전문가 학사학위 과정 마련을 위해서 예비 특수교사의 전문성 역량 강화를 위한 행동중재 관련 과목추가 개설의 필요성을 논의하였다.