유치원 교사의 사회적 공감 및 인권 감수성이 비판적 다문화 교육역량에 미치는 영향 = The Impact of Kindergarten Teachers’ Social Empathy and Human Rights Sensitivity on Critical Multicultural Education Competency

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the influence of kindergarten teachers' social empathy a nd h uman rights s ensitivity on critical multicul tural e ducation competency. A total of 228 kindergarten teachers working in D Metropolitan City and K Province w ere sel ected as p articipants. M ul ticul tural skill were found to b e influenced by factors such as self-other perception, perspective acceptance and macro-other perception/view acceptance. Multicultural knowledge was influenced by perspective acceptance, responsibility perception, and contextual understanding of system barriers. Multicultural attitudes were influenced by perspective acceptance, macro-other perception/view acceptance, and responsibility perception. Multicultural perception w as i nfl uenced by p erspective a cceptance, c ontextual u nderstanding of system barriers, and outcome perception. In other words, it suggests the need to increase the social empathy and human rights sensitivity of kindergarten teachers in order to support the promotion of critical multicultural education competency of kindergarten t eachers. This r esearch measurement is a s el f-report e val uation o f kindergarten t eachers, a nd i t is a l so suggested t hat they n eed to e xplore through in-depth i nterviews on t he u se of critical mul ticul tural education c ompetency and data collection on specific classroom situations.