幼兒敎師가 認識한 다문화敎育에 對한 硏究

Abstract

The purpose of this study was to establish the goal and content of multicultural education and provide the basic material for the scheme for actualization of multicultural education in early-childhood education. For this purpose, it attempted to investigate early-childhood education teachers' perceived multicultural education. To attain the goal of this study, it attempted to establish the theoretical basis through related literature and articles and conducted the questionnaire research for 255 teachers of the kindergartens and children's homes located in Seoul. Incheon and Kyonggi area. The measurement instrument used for the purpose of this study was the questionnaire constructed by modifying and complementing the following questionnaires: the questionnaire used by Jeong Seon-hee(1997) in relation to the goal of multicultural education and the degree of preparation for the goal of multicultural education; the questionnaire used by Kim Rae-kyoung in relation to the content and provision method of multicultural education; and the questionnaire used by Park Yun-kyong(2009), Yoo Ok-seon(2008), Lee Hak-chun(2009) and Jeon Deok-soo(2007) concerning the problem of providing multicultural education and its improvement method. The data collected from the questionnaire research were statistically analyzed by using the SAS program at the significance level of p<.05, p<.01, p<.001. One-way ANOVA was conducted to analyze the study question. As a result, the following findings were obtained: First, there was a significant difference in early-childhood education teachers' perceived goal of multicultural education according to their background. It was found that the teachers with high positions and long career tended to think importantly of the educational goal of multicultural education. And the teachers with high position and educational level had the perceived goal of multicultural education by having the broad educational goal and firm educational view. Second, it was found that there was a significant difference in perceived content of multicultural education according to teachers' background. The teachers with high position and educational level perceived the content of multicultural education as important. The teachers with high positions and educational level perceived the need for the contents of multicultural education suchn as participation in the specialized organization, participation in teacher education and training, and the like. Third, an attempt was made to analyze the degree of preparation for the environment of learning the practice of multicultural education according to teachers' background. As a result, it was found that there was a significant difference by area. Analysis of the difference in areas such as language, social studies, block, exploration and preparation for other areas showed that there was a statistically significant difference in career and educational level. An attempt was made to analyze what difference there was in the degree of preparation for the practice of multicultural education in areas such as block, dramatization play, music and game, exploration, cooking and others. As a result, it was found that there was a statistically significant difference in preparation for the environment of learning between kindergarten and children's home when seen by type of institution. This indicates that it is easy to make multicultural education concrete as older children are admitted to the kindergarten than the children's home. Fourth, it was found that there was a significant difference in teachers' perception on the method of providing multicultural education according to their background such as the type of institution, position, career and educational level. The teachers with low position, career and educational level had the low perception on it. This implies that they failed to apply the theoretical learnt knowledge to the field and provide appropriate education for children. And it is necessary to provide multicultural education for children in the basic curriculum in diverse ways with a focus on the real life, not to deal with it in some part of the curriculum. Fifth, an attempt was made to investigate the difference in teachers' perception on the problem of providing multicultural education according to their background. As a result, it was found that there was no statistically significant difference according to type of institution, career, position and educational level. This indicates that the understanding of multicultural education is becoming higher by plenty of information and experiences because of studies on multicultural education, government support system and teacher education, teachers' participation in education and training. Sixth, it was found that there was no significant difference in teachers' perception of the improvement method of multicultural education according to their background. The group of childcare teachers with a short period of education showed a little high level of perception on the improvement scheme. It is thought that they feel the need for the scheme for improvement of multicultural education because they do not have sufficient activity of multicultural education if they have a short period of education. In addition, it is necessary to enable would-be teachers to have an overall content and understanding of multiculural education in pre-service teacher education and provide them with an opportunity for sustained teacher education of multicultural education by providing them with correct information and knowledge.