Autoethnography on the Formation of Practical Knowledge of a Low-Experienced Special Education Teacher Teaching Career Education in Elementary School Special Classes

Purpose: This study aims to examine the teaching experience of low-career special education teachers who teach career education in special classes in elementary schools and how practical knowledge was formed through such experiences. Method: To achieve the purpose of this study, the autoethnographic method was used as a research method. Results of the study: First, in order to overcome the difficulties of the lack of individual professionalism of teachers and the absence of curriculum and teaching materials for elementary school career education that the researcher felt while teaching career education, ‘knowledge about the educational environment’ changed through cooperation with various educational materials and the local community. Second, based on the experience of participating in a professional learning community outside of school, the researcher’s ‘knowledge about the curriculum and subjects and teaching and learning knowledge’ changed through the process of planning and implementing career education. Third, the researcher’s ‘teaching knowledge and personal knowledge’ changed through trial and error experienced while teaching career education and cooperation with a professional learning community outside of school. Conclusion: Based on the results of this study, it is expected to provide cases necessary for improving the quality of classes of low-career special education teachers who implement career education in special classes in elementary schools.