다문화 교육을 위한 교사 교육 교육과정 모형 탐구 = Exploring and Developing Model of Teacher Curriculum for Multicultural Education

다국어 초록 (Multilingual Abstract)

The objective of this study is to develope model of teacher curriculum for multicultural teachers. It is necessary to educate teachers for multicultural society because multicultural families are increasing dramatically in Korea. Bennett(2007) suggests that multicultural education consists of four interactive dimensions: the movement toward equity, or equity pedagogy; multicultural competence examine concept, the process of becoming conscious of your own as well as other cultural perspectives as a foundation for informed cross-cultural interactions; curriculum reform, or rethinking the curriculum through multiple perspectives; and teaching toward social justice, the commitment to combat prejudice and discrimination of all kinds, especially racism, sexism, and classism. For developing the model of teacher curriculum, the models of Baker(1983), Bennett(2007), Ford & Harris(1999) for teacher curriculum are examined. The model consists of six steps: knowledge acquisition of race, ethnic, culture, and sex; awareness of planet situation and global dynamics; identifying self-identity and ethnic-identity; forming attitude of combating prejudice and discrimination; cultivating multicultural competences for curriculum reform; and building social action skills for social justice. The first and second steps are included knowledge acquisition step. The third and fourth steps are classified attitude development step. The fifth and sixth steps are included action involvement step. These steps are suggested hierarchical model for designing convenience, but it is possible to change steps in teaching based on teachers` needs and students` readiness.

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