영재교육의 확대정책에 따라 영재교육 담당 교원의 양성연수배치는 시급하고도 중요한 과제중 하나다. 그리고 영재교육 담당 교원의 양성연수배치는 명확한 기준에 의해 체계적이고 효율적으로 실시되어야 한다. 그런데, 영재교육의 현 실태는 기준을 설정하고 이 기준에 근거하기 보다는 시도별로 각기 다른 방법으로 시행하고 있는 것이 현실이다. 본 연구는 이러한 문제의식에 따라 문헌연구와 영재교육을 우리보다 먼저 시작한 미국, 싱가포르, 이스라엘의 영재교육 담당 교원 양성연수배치제도를 확인하고, 국내 실정을 조사하였다. 연구결과, 외국의 경우는 영재교육 담당 교원의 양성연수배치제도가 체계적이고 효율적으로 기능하고 있지만 국내의 실태는 법적, 제도적, 실제적으로 미비한 점이 있음이 밝혀졌다. 연구결과를 바탕으로, 영재교육 담당 교원의 양성연수배치제도에 대한 정책적 제언을 하였다.

This study had two purpose. The first was to investigate to pre-teacher training, in-service training, and placement for the teacher of the gifted. The second was to develop a new standards for pre-teacher training, in-service training, and placement for the teacher of the gifted. For the purpose of this, we search the article for pre-teacher training, in-service training, and placement for the teacher of the gifted. For doing this, the researcher has set up the standards for teacher of the gifted. As a result, provide a frame of pre-teacher training, in-service training, and placement for the teacher of the gifted in America, Singapore, Israel and South Korea. The result show that in korea, the gifted teacher pre-teacher training, in-service training, and placement has been different from local education office. The result also show that standards for gifted teacher was talents, cognition, emotion, environment, professional areas. Suggestions for the advanced research are argued in this paper.

This study had two purpose. The first was to investigate to pre-teacher training, in-service training, and placement for the teacher of the gifted. The second was to develop a new standards for pre-teacher training, in-service training, and placement for the teacher of the gifted. For the purpose of this, we search the article for pre-teacher training, in-service training, and placement for the teacher of the gifted. For doing this, the researcher has set up the standards for teacher of the gifted. As a result, provide a frame of pre-teacher training, in-service training, and placement for the teacher of the gifted in America, Singapore, Israel and South Korea. The result show that in korea, the gifted teacher pre-teacher training, in-service training, and placement has been different from local education office. The result also show that standards for gifted teacher was talents, cognition, emotion, environment, professional areas. Suggestions for the advanced research are argued in this paper.

gifted teacher, pre-teacher training, in-service training, placement, standards for gifted teacher.