다문화 교육 모형과 교과서에 근거한 다문화 교육과정 개발 방법의 효과성 연구

장인실 ( In Sil Chang ),유영식 ( Young Sik Yoo ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.1

The purpose of this study was to consider more efficient multicultural educational curriculum development for students who will live in a multicultural society to face such a forthcoming multicultural era. In order to verify the effects of these programs on multicultural perception, this study established two experimental groups Ⅰ and II, and a comparative group. One experimental group was applied a systematic multicultural education program based on the Chang`s(2007) model and the other was applied condensed the contents of multicultural education scattered throughout the 7th curriculum. Then, with a view to controlling variables for the natural growth of students, the study conducted a pre-and post-questionnaire survey into the multicultural awareness of a total of three classes. The multicultural education programs was composed of contents for a total of 14 trials and it was implemented into the discretional activity time for elementary school students in the 6th grades. As a result of the research, it was found that the multicultural educational program positively affected the enhancement of the students` multicultural perception. Also, it could be concluded that it is more efficient for students to offer systematic multicultural education based on the model in order to elevate the students` multicultural perception rather than to deliver education, which is scattered without any specific form such as multicultural education in the current 7th curriculum. The multicultural educational programs had a long-lasting effect, and the multicultural education based on the model was more effective in long-lasting effect than multicultural education in the current 7th curriculum.

싱가포르 초등교사 양성과정의 다문화 교육과정 연구

최지연(Choi, Ji-Yeun),장인실(Chang, In-Sil) 경인교육대학교 교육연구원 2021 교육논총 Vol.41 No.3

본 연구는 싱가포르의 초등교사 양성기관에서 실시하는 다문화 교육과정 분석을 통해 한국의 다문화 교사교육과정에 주는 시사점을 모색하는 것을 목적으로 한다. 이를 위해 먼저, 다문화교육의 개념과 요소, 싱가포르 사회와 교육 특징, 싱가포르 교사 교육기관의 구성과 다문화교육에 대해 파악하였다. 또한 싱가포르 다문화 교사교육을 분석하기 위하여 싱가포르의 NIE가 제공하는 인문/자연계 학사 학위 프로그램에서 초등 일반과 모국어 과정에 제시된 교육과정을 분석하였다. 분석틀은 Banks(2009)의 다섯 가지 내용 체계(내용통합, 지식 구성 과정, 공평한 교수법, 편견 감소, 학생의 역량을 강화하는 학교 문화와 조직)을 기반으로 분석하였다. 분석 결과는 다음과 같다. 첫째, 싱가포르의 예비 교사들은 초등 일반 전공과 모국어 전공에 상관없이 모두 1-3학년 동안 필수 과목인 ‘다문화연구’ (multicultural studies)를 포함하여 매년 다문화 내용 체계가 포함된 수업을 수강하였다. 두 번째, 싱가포르의 다문화 교사양성기관에서 실행하고 있는 다문화교육 관련 수업들은 Banks의 다섯 가지 내용 체계를 모두 포함하고 있었다. 세 번째, 싱가포르의 다문화교육은 문화 및 인종 간 이해 교육뿐만 아니라, 모국어 중심의 이중언어교육을 강조하였다. 분석 결과에 근거하여 한국 교사양성기관에 주는 시사점으로 초등교사 양성과정에서의 다문화교육의 필수 과목 선정과 타 교육학 과목에서도 다문화교육 내용 체계를 포함하는 범 교과성, 이중언어교육의 활성화, 교육현장에서의 다문화 교육과 주지교과와의 내용 통합 그리고 교사를 위한 실용적인 다문화 교육 연수 필요성을 제시하였다. This study aims to find the implications of multicultural teacher education in South Korea by analyzing the multicultural teacher education of the National Institution of Education (NIE) in Singapore. To this end, this paper examined the teacher education system in Singapore and analyzed the multicultural teacher education statistically and content-wise using Bank s five contents of multicultural education. The results indicated that multicultural education in Singapore highlights not only education for racial and cultural understanding, but also bilingual education, which focuses on students mother tongue. Singaporean pre-service teachers can enroll in lectures that contain multicultural context, including the only essential course, multicultural studies, in every academic year regardless of their major. Additionally, the NIE provides multicultural content-related lectures which include all five components of Bank s multicultural contents. Thus, the implications for South Korea s teacher education systems are the following: The designation of multicultural education as an essential course, the invigoration of the bilingual education curriculum at the statal level, the integration of multicultural content with other education subjects in both teacher and student education, and the reinforcement of multicultural education workshops for in-service teachers.

초등학교 신규 교사의 창의적 체험활동 교육과정 편성 및 운영 경험에 대한 사례 연구

박세훈(Se-Hun Park),장인실(In-Sil Chang) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.15

목적 본 연구는 초등학교 신규 교사들의 창의적 체험활동 교육과정 편성과 운영 경험을 분석하여 신규 교사들이 제시하는 창의적 체험활동에 대한 문제점을 해결할 수 있는 방안을 탐구하는 데에 연구 목적이 있다. 방법 이를 위하여 경기도 소재 Y 초등학교 신규 교사 6명을 대상으로 심층 면담을 실시하였다. 면담 자료를 수집하여 검토하고 범주화한 후 주제를 도출하였으며 연구 참여자 및 교수 1인과 교사 2인의 최종 검수의 과정을 거쳤다. 결과 초등학교 신규 교사들은 학창시절과 교육 대학교에서의 부족한 창의적 체험활동 경험, 미흡한 교육 실습 과정과 실망스러운 연수 경험 등을 언급하면서, 교사가 되기 전 창의적 체험활동 교육과정에 대한 준비가 부족함을 지적하였다. 또한 초등학교 신규 교사들은 교사가 된 현재에도 따라가기 급급한 상황, 나의 자율성이 없는 교육과정, 실제적인 도움이 없는 국가 수준 교육과정 등을 언급하면서 창의적 체험활동 교육과정 실행 과정에서의 혼란과 어려움을 경험하고 있었다. 마지막으로 신규 교사들이 제안한 창의적 체험활동 교육과정에 대한 방안은 다음과 같다. 첫째, 신규 교사들은 교육 대학교에서 창의적 체험활동 수업을 확대하고 전문성이 있는 창의적 체험활동 수업을 요구했으며 교육청과 학교에는 창의적 체험활동 편성 및 운영의 구체적인 가이드 라인과 수업 자료, 지역 사회의 인적, 물적 자원의 지원 등을 요청하였다. 둘째, 담임 교사의 창의적 체험활동 자율권 확보와 국가 수준 창의적 체험활동 교육과정 문서의 성취기준과 세부적인 지침을 필요로 하였다. 결론 신규 교사가 경험하는 창의적 체험활동 교육과정을 이해하는 인식의 폭을 심화하고 확장할 수 있게 하였으며, 신규 교사들이 창의적 체험활동에 대해 경험하며 느꼈던 문제점을 확인하고 문제점을 해결할 수 있는 실제적인 방안을 제시하였다는 데 연구의 의미가 있다. Objectives This study analyzed the experience of new elementary school teachers in organizing and operating creative experiential activities curriculum. Methods For this study, in-depth interviews were conducted for six new teachers at Y Elementary School in Gyeonggi-do. After collecting, reviewing, and categorizing interview materials, the subject was derived, and the final inspection process was carried out by research participants, one professor, and two teachers. Results New elementary school teachers were not prepared for the creative experiential activities curriculum before becoming teachers. And new elementary school teachers were now experiencing a confusing and difficult creative experiential activities curriculum. Finally, a plan for the creative experiential activities curriculum for new teachers was proposed as follows: First, new teachers expanded creative experiential activities classes at university of education and asked the education office and schools for specific guidelines, class materials, and support for local human and physical resources. In addition, it was necessary to secure the autonomy of creative experiential activities of homeroom teachers and to achieve achievement standards and detailed guidelines of national creative experiential activities curriculum documents. Conclusions This study analyzes the cases of new teachers experiences under the theme of creative experiential activities, allowing them to deepen and expand their awareness of the creative experiential activities curriculum experienced by new teachers.

경기도교육청의 교원연수체제 및 교원연수프로그램 모형 개발 연구

박철희(Park Cheol Hee),최화숙(Choi Hwa Sook),장인실(Chang In Sil) 학습자중심교과교육학회 2012 학습자중심교과교육연구 Vol.12 No.4

This study is aim to develop the proper teacher training system and teacher training programs model development for elementary and secondary school teachers of Gyeonggi Provincial Office of Education based on the needs that require the formulation of a new teacher training program that can actively support the growth of innovation in school education and teacher. In order to achieve these objectives, analysis on Gyeonggi-do teacher training on, teachers’ perceptions and needs for teacher training and so on were investigated. The results obtained through the research process is as follows. First, Gyeonggi-do teacher training status are like weak teacher training planning and co-ordination and development capabilities, disorganized training program of the teachers, the low accessibility of research and training institute and the need to strengthen the training of specialized personnel competency, the characterization and specialization of research and training institute, insufficient teacher training quality management, the gap between training content and school reality. Second, through recognition of teachers and the needs survey, new teacher training system and teacher training programs model could be required. Therefore, learning network model as teacher training system considering for the lifelong learning system proposed in this study and teacher training programs according to the teaching career are significant implications to the teacher training. 본 연구는 학교교육의 혁신과 교사들의 능동적 성장을 지원할 수 있는 새로운 교 원연수프로그램의 정립이 요구된다는 필요에 근거하여 경기도교육청 소속의 초·중 등학교 교사에게 적합한 교원연수체제와 교원연수프로그램 모형을 개발하는 데 목 적이 있다. 이러한 목적을 달성하기 위해 경기도 교원연수 현황 분석, 교원연수에 관 한 교원들의 인식과 요구를 조사하였다. 연구방법으로는 문헌분석, 연수원 담당자 면담, 교원 대상 설문조사 등을 실시하였다. 연구과정을 통해 얻은 결과는 다음과 같다. 첫째, 경기도 교원연수의 현황으로는 미약한 교원연수의 기획·조정·개발 기능, 체계적이지 못한 교원연수프로그램, 연수 원의 낮은 접근성과 연수담당자의 전문역량 강화 필요, 연수원의 특성화·전문화 필 요, 미흡한 교원연수의 질 관리, 연수내용과 학교 현실 간의 괴리 등이다. 둘째, 교원 들의 인식과 요구조사 결과 새로운 교원연수체제와 교원연수프로그램 모형이 요구 됨을 알 수 있었다. 따라서 본 연구에서 제안한 평생학습체제를 고려한 교원연수체제인 학습 네트워 크 모형과 교직경력에 따른 교원연수프로그램 모형은 교원연수에 시사하는 바가 크 다고 할 수 있다.

다문화교육 교사연수 프로그램 분석을 통한 교육과정 제언

허창수 ( Soo Hur Chang ),장인실 ( In Sil Chang ),박철희 ( Cheol Hee Park ) 한국교육과정학회 2010 교육과정연구 Vol.28 No.4

We purport firstly to analyze and understand current in-service teacher education programs for multi-cultural education, opened from December 2009 to January 2010. We also attempt to provide examplary curriculum of future teacher education program based on the understandings. For this purpose we have two major research questions: 1) how can we categorize content matters of 8 college level programs based on textbook analysis?, 2) According to Jang(2008)`s curriculum model for teacher education, how can we conceptualize the content matters? To answer these questions we specifically focus on analyzing the textbook content matters in depth. We have found three conclusions. First, we understood that there can be various directions based on teacher population distribution for developing curriculum. Two, we found 8 different educational field. However, content matters were unbalanced among those fields. Some field, such as knowledge based content matters, were relatively weighted. Third, according to Jang(2008)`s model, content matters were also relatively emphasized on level 1 which is knowledge about race, ethnicity, culture, gender and so on, and level 5 which is practices to change content matters in curriculum. We finally suggests two exemplary curriculum based on those results.

다문화 가정 초등학생에 대한 도움 네트워크 분석

박세훈(Se hun Park),장인실(In sil Chang) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.2

본 연구는 다문화 가정 초등학생들에 대한 도움 네트워크 실태와 도움 네트워크가 초등학생의 다문화 감수성에 미치는 영향을 파악하는데 목적이 있다. 이를 위해 초등학교 3학년 12명을 대상으로 설문조사를 실시하여 도움 네트워크 관계를 측정하고 사회 네트워크 분석 방법으로 도움 네트워크를 분석하였다. 다음으로, 도움 네트워크가 다문화 감수성에 미치는 영향을 위계적 회귀 분석의 방법으로 측정하였다. 연구의 결과로 첫째, 다문화 가정 초등학생 간 도움 관계에 비해 다문화 가정 초등학생과 일반 초등학생 간의 도움 네트워크가 활발했으며 다문화 감수성이 높은 다문화 가정 초등학생이 학급 친구들과의 도움 관계가 높았으며, 다문화 감수성이 낮은 다문화 가정 초등학생은 도움관계가 낮았다. 둘째, 도움 네트워크는 다문화 감수성에 정적인 영향을 미쳤으며 특히, 다른 친구에게 도움을 주는 것이 다문화 감수성에 미치는 영향이 컸다. 다문화 가정 초등학생들의 다문화 감수성이 친구 관계에 미치는 중요성을 확인하고 학생 간 도움 네트워크가 다문화 감수성에 긍정적인 영향을 미친다는 점을 증명하여 도움 네트워크의 중요성을 시사했다. The purpose of this study is to confirm the help network of multicultural elementary school students and the effect of help networks on multicultural sensibility. Specifically, we measured the help networks of 12 third grade elementary school students. We then analyzed help networks of 3 multicultural students using the socio-influence model and observed their behaviors. After, we analyzed the effects of the help network on multicultural sensibility for the 12 students using a hierarchical regression analysis. We used netdraw software to construct a sociogram of help networks : UCINET 6.620 for degree centrality of the help networks and SPSS 23.0 for descriptive statistics, pearson correlation, and hierarchical regression analysis. The results indicated that the help networks between multicultural students and non-multicultural students were beneficial compared to help networks between multicultural students. The help networks of multicultural students who had high multicultural sensibility were actively working while the help networks of multicultural students who had low multicultural sensibility were not. Secondly, the help networks affected positive multicultural sensibility. The help network, especially in-degree centrality had a positive effect on multicultural sensibility. Therefore, the results of this study imply the importance of help networks for multicultural classes.

다문화교육과 국제이해교육의 효과성 연구

장인실 ( In Sil Chang ),정남조 ( Nam Jo Jeong ) 한국초등교육학회 2015 초등교육연구 Vol.28 No.2

The study was designed to examine the effectiveness of multicultural education and a global understanding of education. To answer these questions, 3 classes of 5th graders at Incheon ‘P’ elementary school were studied. These groups were divided into either Group 1 which received the Bennett-modeled multicultural lesson, Group 2 which received CCAP, or a control group which received discretionary activities in the curriculum of the school. In order to observe the students’ changes in multicultural awareness and attitude, qualitative research were also applied. An analysis of variance and a paired-sample t-test were performed on the collected data by utilizing the SPSS program. The research results are as follows: In terms of the level of awareness, Group 1 was ranked the highest, followed by Group 2 and the control group, in descending order. Based on the students’ awareness scores, the groups were separated into 2 subgroups, an upper one and a lower one, and these groups were then analyzed. Through this analysis, it was found that the Bennett-modeled multicultural program was effective for both the upper and lower groups, while CCAP only had an effect on the lower one. In terms of changes in awareness by gender, there were significant effects on female students in both Group 1 and 2, whereas both programs had no effect on male students. Group 1 developed an awareness of other cultures by providing a clear course of thinking and reasons based on critical thinking, while Group 2 showed a strong tendency to recognize cultures according to their differences.

자기조절 학습 프로그램이 수학 학습부진학생의 자기주도적 학습 능력 및 학업성취에 미치는 효과

장인실 ( In Sil Chang ),이성규 ( Sung Kyu Lee ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.4

The purpose of this study was to find out the effects of self-regulated learning program on underachievers` self-directed learning and academic achievement. In this program, Zimmerman & Martinez-Pons` 14 constituent factors of self-regulated learning were categorized into three essential factors such as motivation regulation, cognition regulation, behavior regulation to be applied to before, during and after the class. The followings were discovered after engaging the program named a pleasant mathematical classroom, held for 8 weeks during summer vacation, targeted 19 experimental group and 19 control group underachievers of 6th grade in B elementary school, Incheon. First, it showed a meaningful difference in the competence of underachiever`s self-directed learning, however no statistically meaningful results were made in academic achievement. As for academic achievement, it seemed to be meaningful, but not enough to be effective in statistical matters. Second, in a test of persistence, it presented that the self-regulated learning program was effective to persist underachiever`s competence of self-directed learning. Specifically, it appeared to be more valid to persist the influence on the domain of meta-cognition among the sub-elements of self-directed learning. It showed that the effect size increased from 0.15(in post-test) to 0.51(in persistence test), though there was no statistical difference in the persistence test in terms of academic achievement. It is considered that self-regulated learning program would eventually affect underachiever`s academic performance, after enhancing their self-directed learning ability. Third, it was evident that this self-regulated learning program was effective in the way of frequency to implement participant`s self-regulated learning strategy. This program is supposed to be workable for underachievers to learn with efficiency by leading them appropriate learning strategies while taking a learning activity. It was found that self-regulated learning program was effective for underachievers to execute self-directed learning and attempt to utilize the strategy of self-regulated learning, along with a slight advance in the matter of academic achievement.

소집단별 상보적 교수학습이 사회과 학업성취 및 학업적 자기효능감에 미치는 영향

장인실(In Sil Chang),김민림(Min Rim Kim) 한국교육심리학회 2008 敎育心理硏究 Vol.22 No.2

한국 교육과정학의 연구방법에 대한 내용 분석 연구: 교육과정연구를 중심으로

장인실 ( In Sil Chang ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.2