The Changes in High School Special Class Student and Practical Knowledge of Special Education Teacher in the Action Process of Career Institution Exploration Program

The purpose of this study is to investigate the changes seen in high school special class students, as well as the practical knowledge acquired by special education teacher during the action process of the career institution exploration program. The research method applied was action research, and the research participants included the teacher in the role of a researcher, seven students from the high school special class, and three advisory teachers for the program. Data collected during the program execution were analyzed to derive the changes in students and practical knowledge of the teachers. The results of the study are as follows: First, high school special class students lacked an interest in and information about careers; however, through the program, they became aware of various career options and showed a proactive attitude towards pursuing their own careers. Second, teachers realized that in career education, it is crucial to grant students autonomy and create a positive environment, that preparatory and follow-up lessons are necessary for career experiences, and that they recognized the importance of career education and the behind-the-scenes aspects of career experiences. Based on these research results, methods for effective career experiences and ways to support students’ career development were discussed.