학술논문
다문화가정 유아를 지도해온 교사들의유아교사 대상 다문화교육에 대한 생각과 개선방향
Thoughts and directions for improvement on multicultural education for early childhood teachers by teachers with young children from multicultural families
Thoughts and directions for improvement on multicultural education for early childhood teachers by teachers with young children from multicultural families
Document Type
Article
Source
한국교원교육연구, 41(1), pp.159-187 Mar, 2024
Subject
Language
한국어
ISSN
1738-7256
Abstract
본 연구는 다문화가정 유아를 지도해온 교사들과의 면담을 통해 유아교사 대상 다문화교육에 대한 생각과 개선방향을 탐색하는 것을 목적으로 하였다. 이를 위해 현재 유치원이나 어린이집에서 다문화가정 유아를 지도하고 있으며, 외국인가정 자녀와 국제결혼가정 자녀를 3년 이내에 모두 지도한 경험이 있는 담임교사 10명을 대상으로 심층면담을 실시하였다. 수집된 자료는 Creswell과 Poth(2018/2021)의 나선형 자료분석 방법을 사용하여 분석하였다. 연구결과, 첫째, 유아교사 대상 다문화교육 경험에 기초한 교사들의 생각은 ‘예비교사와 보육교사에게 제공되지 않는 교육’과 ‘있어도 도움이 되지 않는 교육’으로 나타났다. 둘째, 유아교사 대상 다문화교육의 개선방향에 대해 교사들은 ‘스스로의 생각과 태도를 성찰할 수 있도록 돕는 교육’, ‘필요한 다문화 관련 정보를 제공해주는 교육’, ‘다문화가정 유아를 실질적으로 지원할 수 있도록 돕는 교육’, ‘일반 유아를 지원할 수 있도록 돕는 교육’, ‘다양한 문화적 배경의 학부모를 이해할 수 있도록 돕는 교육’을 제안하였다. 본 연구는 다문화가정 유아를 현장에서 지도해온 교사들의 목소리를 통해 향후 유아교사 대상 다문화교육이 나아갈 방향을 제시하였다는 데에 의의가 있다.
The purpose of this study was to explore thoughts and directions for improvement on multicultural education for early childhood teachers through interviews with teachers who had been teaching young children from multicultural families. To this end, in-depth interviews were conducted with 10 classroom teachers who were currently teaching young children from multicultural families in kindergartens or childcare centers and had experience in teaching young children both from foreign families and from international marriage families within three years. The collected data were analyzed using the spiral data analysis method proposed by Creswell and Poth (2018/2021). The results were as follows. First, the teachers' thoughts on multicultural education for early childhood teachers were 'education not provided to pre-service teachers and childcare teachers' and 'education not helpful even if it exists'. Second, regarding the directions to improve multicultural education for early childhood teachers, the teachers proposed education that helps them ‘reflect on their own thoughts and attitudes’, 'gain necessary multicultural information', 'provide practical support to young children from multicultural families', 'support other children as well', and 'understand parents from diverse cultural backgrounds'. This study is significant in that it suggests the future directions of multicultural education for early childhood teachers through the voices of teachers who have been teaching young children from multicultural families in practice.
The purpose of this study was to explore thoughts and directions for improvement on multicultural education for early childhood teachers through interviews with teachers who had been teaching young children from multicultural families. To this end, in-depth interviews were conducted with 10 classroom teachers who were currently teaching young children from multicultural families in kindergartens or childcare centers and had experience in teaching young children both from foreign families and from international marriage families within three years. The collected data were analyzed using the spiral data analysis method proposed by Creswell and Poth (2018/2021). The results were as follows. First, the teachers' thoughts on multicultural education for early childhood teachers were 'education not provided to pre-service teachers and childcare teachers' and 'education not helpful even if it exists'. Second, regarding the directions to improve multicultural education for early childhood teachers, the teachers proposed education that helps them ‘reflect on their own thoughts and attitudes’, 'gain necessary multicultural information', 'provide practical support to young children from multicultural families', 'support other children as well', and 'understand parents from diverse cultural backgrounds'. This study is significant in that it suggests the future directions of multicultural education for early childhood teachers through the voices of teachers who have been teaching young children from multicultural families in practice.