다문화교육에 대한 초등교사의 인식 유형 분석

서지정보

ㆍ발행기관 : 한국국제이해교육학회 ㆍ수록지정보 : 국제이해교육연구 / 5권 / 2호
ㆍ저자명 : 권윤경

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 분석 방법 및 과정
Ⅳ. 결과 분석
Ⅴ. 결론
참고문헌

한국어 초록

세계화에 따라 급속도로 늘어난 외국인 노동자 유입과 함께 국제결혼의 증가로 교육 현장에서의 다문화교육은 더 이상 논의의 대상이 아닌 현실이 되었다. 즉 다문화교육을 실천하는 교사의 인식이 바르게 정립되는 것이 무엇보다 중요한 시점인 것이다.
이에 본 연구는 초등학교 교사들이 다문화교육에 대해서 어떻게 인식하고 있는지를 알아보기 위해 Q기법을 이용하였다. 우선 다문화교육에 대한 48개의 진술문을 선정하여 초등교사들로 하여금 이를 동의하는 정도에 따라 나열하도록 하였다. 이렇게 확보된 30개의 Q-sort를 대상으로 요인분석을 실시한 결과, 동화 추구형, 인간관계 추구형, 문화 추구형, 사회적 행동 추구형, 배려 추구형 등의 다섯 가지 관점이 확인되었다.
이상의 결과를 통해 초등교사가 다문화교육에 대해 나름의 기준과 견해를 가지고 있음을 확인할 수 있었다. 이는 다문화교육에 이론적 논의와 같이 교사들에게 다문화교육에 대한 다양한 관점이 존재하고 있음을 실증적으로 입증하고 있다. 향후 다문화교육 관련 연구에서 교사의 주관적인 견해에 대해 보다 관심을 기울일 필요가 있으며, 다문화교육에 대한 교사 교육을 기획하고 실행함에 있어 다문화교육에 대한 교사의 주관적 관점에 대한 고려가 이루어져야 할 것이다.

영어 초록

As the world becomes more global, the rapidly changing Korean society is faced by defiance of multicultural society. Government ministries try to institutionalize transition to multicultural society and establish curriculum of multicultural education supposed educational alternative.
Multicultural education of the actual education, however, is realized not a subject of debate any more. Because the students of racial, cultual and socioeconomic backgrounds exist in the classroom. In other words, establishing a proper curriculum of multicultural education is important, but understanding properly teachers’ perception, who practice this curriculum, is more important.
The objective of this study is to investigate how elementary school teachers’ understand and think about multicultural education.
Q-methodologe by W. Stephenson was used for analysis as it is appropriate and objective enough to deduce a prototype of the general attitude and subjective perception about multicultural education.
Q-method was applied to explore the perceptions held by 30 teachers and five perspectives were found out.
The fist perspective was labeled the assimilation-oriented type.
Teacher who hold this view think that muticultural education’ objective is to assimilate the minority students into Korean culture. To achieve this goal teachers should help them to be adapted successfully to Korean culture by teaching essential knowledge.
The second perspective was labeled the human relations-oriented type. Teachers sharing this perspective are up and coming to hold cultural contacting activities. Because they think that muticultural education’ objective is that the students who have different culture keep up harmonious relationships by understanding each other.
The third perspective was labeled the culture-oriented type. Teacher who hold this view think that the diversity of culture articulate to overall muticultural education. They think that the student participate in social activities cultual without being divested cultural identity.
The forth perspective was labeled the social action-oriented type.
Teachers holding this view place emphasis on the social action and participation. They think that muticultural education should teach social problems, controversial issue, human rights and critical thinking to student.
The fifth perspective was labeled the caring-oriented type. Teachers sharing this perspective think that muticultural education’ objective is that all students care each other on understanding. They think that teacher should respect and care student’ opinion and should lead democratic lesson.
Implication of this study on the elementary school teachers’
perception of muticultural education are as follows:
First, elementary school teachers have their own viewpoints about muticultural education. That establish the theoretical discussion about muticultural education. Second, it reminds that more studies about muticultural education should be concerned about teachers’ perception. Third, teachers’ subjective perception about muticultural education should be carefully considered in teacher training program.
Keywords: muticultural education, perception, Q-method

참고 자료

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