다문화사회에서의 예비교사교육 방향 탐색 = A Study on the Preservice Teacher Education in the Multicultural Society

다국어 초록 (Multilingual Abstract)

Preservice teachers should learn the knowledge and skill necessary to meet intellectual, social and personal needs of students with culturally diverse background. Thus this study was to examine preservice teachers' attitudes and perception about multicultural education. The participants of the study comprised of 297 preservice teachers who were in the teacher preparation course. The questionnaire items consisted of 36 statements. The data were analyzed by factor analysis, correlation and t, F test.
The results are as follows.
First, on the basis of above, with respect to the reliability data, it is apparent that preservice teacher survey is adequately reliable. Second, needs of multicultural education and attitudes about cultural diversity of preservice teachers showed the positive correlation. Third, personal attitudes of preservice teachers about multicultural diversity were generally positive. Fourth, preservice teachers' expectation about the adequacy of curriculum in teacher preparation was low in compared with other factors. Attitudes about cultural diversity and attitudes preventing multicultural education showed the negative correlation. Based on this results, multicultural education should be reflected in the curriculum to meet diverse needs of preservice teachers. And teachers' attitudes and beliefs have an impact on their behaviors in the classroom, teachers preparation program for changes of their attitudes and beliefs should be developed.

국문 초록 (Abstract)

이 연구는 다문화사회의 예비교사교육 방향 탐색을 위해서 이루어진 것이다. 이를 위해 예비교사의 다문화교육 관련 선행연구를 고찰하고, 교직과정을 이수중인 대학생들의 다문화교육에 관한 인식을 질문지를 통해 조사․연구하였다. 먼저 예비교사들의 다문화교육에 대한 인식 등을 알아보고 다음으로 성별, 다문화교육 관련 수업경험 유무, 다문화교육 관심도 및 대학교육과정에의 다문화교육과정 포함 등에 대한 인식의 차이를 알아보았다. 그런데 예비교사의 다문화교육 인식에 관한 질문지가 부족한 상태이므로 본 연구에서 사용한 자료를 토대로 질문지의 타당화 검사를 병행하였다. 본 연구결과를 보면 다음과 같다.
첫째, 297명의 예비교사들을 대상으로 6개 요인 36개 문항 요인분석이 이루어졌으며, 신뢰도 검증 결과 Cronbach's α계수는 .874로 높게 나타났다.
둘째, 다문화교육의 쟁점과 다문화교육에 대한 욕구, 다문화사회에서의 교실 상황 예측과 문화적 다양성에 대한 태도 등은 정적인 상관관계를 나타냈다. 다문화교육을 저해하는 태도와 문화적 다양성에 대한 태도는 부적인 상관관계를 나타냈다.
셋째, 학생들의 요인별 평균을 보면 ‘교육과정에 대한 기대’ 요인이 타 요인에 비해 다소 보통이하로 인식하는 것으로 나타났다. 따라서 향후 다문화적 사고배양과 다문화교육 지식 및 기술을 제공할 수 있는 프로그램개발이 필요하다. 다문화교육을 저해하는 태도 관련 문항에서는 대체로 긍정적인 다문화적 사고를 지닌 것으로 보여진다.
넷째, 다문화교육에 대한 관심이 많을수록 다문화교육의 쟁점을 잘 인식하고 다문화교육에 대한 욕구가 크며, 다문화사회에서의 교실상황을 잘 예측하고 문화적 다양성에 대한 태도가 긍정적이었다.
마지막으로 교사가 다양한 문화적 배경을 가진 학생들을 접해 본 경험이 없이 갑자기 학교에서 지도하게 될 때 혼란이 가중될 수 있다. 따라서 교육과정, 교육방법 등의 변화를 통해 예비교사들에게 미리 사전준비교육이 필요할 것이다.

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