국제이해교육에 대한 중학교 교사의 인식과 실행 수준에 관한 연구 = (A) Study on teachers’ perceptions of international understanding education and the extent of teachers’ provision of the education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find effective ways of international understanding education in the middle school by investigating how much middle school teachers have interest in international understanding education and to what extent those teachers are providing the education.
For the purpose, this researcher randomly sampled 300 teachers from 30 middle schools located in Busan in accordance with their personal characteristics and then made a questionnaire survey of them. Out of the total questionnaire distributed, 251 were finally collected and statistically processed using a statistical package program, SPSS 10.0 for Window. For responses to each item of the questionnaire, frequency and percentage were obtained through the cross-tabulation analysis. To determine the significance of difference between responses to different items, test were carried out and the significance value of p was obtained.
Results of the study can be described as below.
Findings about teachers’ perceived international understanding education are summarized as follows.
First, teachers showed high interest in international understanding education. They also showed high perception in the necessity, purpose and sub-areas of the education. But such interest and perception were considerably different, depending on what teachers were teaching and whether teachers had the experience of overseas trip. Teachers who were being in charge of other subjects than teachers who were being in charge of Ethics, Social Society and English and teachers who had no experience of overseas trip had lower interest and perception in international understanding education. Teachers need to spend more time in paying attention to and studying the education, irrespective of their responsible subject and whether they experienced overseas trip. This is, from broad views, necessary for peaceful living with neighbors in this close global village.
Second, many teachers responded that ‘TV and mass media’ or ‘overseas trip’ made them have interest in international understanding education. Only a few teachers became interested in the education through itself. This suggests the need of making the training more practical and informing it more actively.
Third, teachers were perceiving that international understanding education is necessary for raising the world citizenship of students who were living in the era of globalization of the 21st century. But the education is still putting more focus on ‘multicultural understanding'. To make it better and higher in quality, international understanding education should deal with any and all sub-areas.
Next, findings about the extent to which teachers are providing international understanding education are summarized as follows.
First, many teachers were providing international understanding education. They had a strong will to participating in training of the education and practicing it. This suggests that international understanding education has a good future prospect. But such will greatly varied depending on what subject teachers are being in charge of and whether they experienced trip to foreign countries. Teachers who experienced overseas trip had a stronger will to participating in the training of international understanding education and practicing the education than those who did not. Teachers who were teaching Ethics, Social Society and English were more willing to do such participation and practice than those who were teaching other subjects except the threes.
Second, concerning practical problems of international understanding education and ways of their solving, teachers responded ‘lack in programs for the education’ as most problematic. To solve this problem, teachers pointed out the prior development and distribution of such programs. Existing international understanding education programs are only instructions and programs developed by UNESCO’s Asian-Pacific Institute of International Understanding Education and some local provinces’ educational research institutes. More various and substantial programs should be developed and distributed to be cope with dramatically increased demands and needs for international understanding education.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 국제이해교육의 개념 및 필요성 = 6
• 2. 국제이해교육의 목표 및 영역 = 9
• 3. 국제이해교육을 위한 교수·학습 원리 = 16
• Ⅲ. 연구 방법 = 28
• 1. 연구 대상 = 28
• 2. 조사 도구 = 29
• 3. 자료 처리 = 30
• Ⅳ. 결과 및 논의 = 31
• 1. 결과 = 31
• 2. 논의 = 54
• Ⅴ. 요약 및 결론 = 57
• 1. 요약 = 57
• 2. 결론 및 제언 = 59
• 참고문헌 = 61
• 부록 국제이해교육에 관한 설문지 = 64
• Abstract = 69