유치원 교사들의 다문화교육 경험에 대한 내러티브 탐구 = A Narrative Inquiry into the Kindergarten Teachers' Experience on the Multicultural Education

다국어 초록 (Multilingual Abstract)

This study presents a case study using the narrative investigation methods for the multicultural Education by kindergarten teachers. In this study, including the author’s narratives of multicultural Education, four research participants’ actual experiences in the kindergarten education fields are described. Also, with the explorations of participants’ experiences and meanings on the multicultural Education, the characteristics of children were investigated by the narrative inquiry. For the practical research, interview data, observation data of multicultural education activities, emails, interviews, conversations, records of multicultural Education, journals of teachers from three participants were collected during six months. In addition, the collected data was analyzed and reorganized for the corresponding objectives and subjects of this research. As results, the significations of narrative researches for multicultural Education by kindergarten teachers can conclude as follows.
The awareness for multicultural education experiences of kindergarten teachers are;
Firstly, for the multicultural education courses, teachers in the education field recognized the multicultural society with the cultural pluralism, and they have positive awareness for the development of the multicultural education. Secondly, for the interactions between children and parents, teachers point out that the most important thing in the multicultural Education is the communication, commonly. In addition, they mentioned that it needs enhancing the ability to treat the problems of various conflicts in the education fields, by communications. Thirdly, for the conditions of kindergartens and social supports, they comment that the training programs of the multicultural education cannot well perform the functions. Hence, they expressed concerns that teachers should overcome the situations by individual efforts for themselves.
The characteristics of multicultural children from the narratives by the multicultural education experiences of recognized teachers are;
Firstly, for the side of linguistic development, children of multicultural families are late to learn Korean and preschoolers are educated poorly in home, hence they tend to slow to learn in the school. Secondly, in terms of the peer relationships and social aspects of children, their social problems with peers are close to life guiding in home. These problems show that children are intimidated, passive, closed, and violent. Also, these social and emotional activities of multicultural children may cause by the separation anxiety, however the main cause of the problem becomes from the confusing for cultural identities of themselves.
Consequently, with the narrative investigations for the multicultural education by kindergarten teachers, it can be able to get vivid experiences of current kindergarten teachers. This study present important basic materials to multicultural Education of current kindergarten teachers who have interests in multicultural Education, also, it is useful to researchers of the multicultural education, and research institutes to study and determine the relate policies.

목차 (Table of Contents)

• ABSTRACT ⅳ
• Ⅰ.서론 1
• 1.1. 연구의 필요성 및 연구문제 1
• 1.2. 다문화교육에 대한 나의 내러티브 이야기하기 5
• Ⅱ.이론적 배경 8
• 1.1. 다문화 가정의 현황 8
• 1.2. 유치원 다문화교육의 개념 12
• 1.3. 다문화교육에서 교사의 역할과 태도 15
• Ⅲ.연구방법 19
• 1.1. 연구 절차 19
• 1.1.1. 내러티브 탐구 19
• 1.1.2. 내러티브 탐구에서 이야기하기와 다시 이야기하기 24
• 1.2. 연구 참여자 25
• 1.3. 자료수집 28
• 1.4. 자료의 분석과 해석 32
• Ⅳ. 세 유치원 교사의 다문화교육 내러티브 35
• 1.1. 한국 속의 나, 세계 속의 우리: 다문화교육의 운영 35
• 1.2. 동반자적 소통과 협력: 유아 및 부모와의 상호작용 48
• 1.3. 조족지혈(鳥足之血), 홀로서기: 유치원의 여건 52
• Ⅴ. 세 교사의 내러티브를 통해 본 다문화가정 유아의 특징 58
• 1.1. 박교사의 내러티브 58
• 1.1.1. 언어의 장벽에 부딪 히 59
• 1.1.2. 좌절감을 맛보다 61
• 1.1.3. 다문화교육을 위한 노력 - 소통 63
• 1.2. 정교사의 내러티브 64
• 1.1.1. 의사소통이 어려운 아이 64
• 1.1.2. 다문화 가정의 위기 - 예측불허의 상황들 66
• 1.1.3. 위축되고 소극적인 아이 68
• 1.3. 김교사의 내러티브 69
• 1.1.1. 다문화 유아 - 교사의 저널을 중심으로 70
• 1.1.2. 아이의 불안감 73
• 1.1.3. 유아의 폭력성 76
• 1.1.4. 역지사지(易地思之) 80
• Ⅵ. 나의 내러티브 다시 이야기하기 82
• Ⅶ. 논의 89
• Ⅷ. 결론 96
• 1.1. 요약 96
• 1.2. 연구의 제한점 98
• 1.3. 제언 99
• 참고문헌 101
• 부록 104