유아교육기관에서의 다문화 가정에 대한 반편견 교육 실태조사

국문 초록 (Abstract)

본 연구의 목적은 다문화 가정에 대한 반편견 교육 실태를 살펴보는데 있다.
위의 연구목적에 따라 다음과 같은 연구문제를 설정하였다.
1. 유아교육기관에서의 다문화 가정에 대한 반편견 교육의 현장 적용 실태는 어떠한가?
2. 다문화 가정 관련 반편견 교육에 대한 유아교사의 관심도는 어떠한가?
2-1. 유아교사의 다문화 가정 관련 반편견 교육에 대한 관심도는 교사의 배경변인(개인적·환경적)에 따라 차이가 있는가?
2-2. 유아교사의 다문화 가정 관련 반편견 교육에 대한 관심도는 기관의 다문화 가정 관련 반편견 교육의 실시 유무에 따라 차이가 있는가?
2-3. 유아교사의 다문화 가정 관련 반편견 교육에 대한 관심도는 다문화 가정 관련 반편견 교육내용 학습 유무에 따라 차이가 있는가?
2-4. 유아교사의 다문화 가정 관련 반편견 교육에 대한 관심도는 다문화 가정을 접해본 경험 유무에 따라 차이가 있는가?
본 연구의 자료는 전국에 소재하고 있는 유아교육기관에 재직 중인 교사163명을 통하여 수집하였다. 교육실태 측정을 위해 이경우·이은화 편역(1999)의 ‘반편견 교육과정’문헌자료를 바탕으로 김래경(2001)이 번안한 반편견에 관한 교육목표, 교육내용, 현장에서 활용 가능한 활동내용을, 교사들의 관심도 측정을 위해서 텍사스 대학교(University of Texas at Astrin) 교사 교육연구소(Research and Development Center for Teacher Education)에서 개발된 ‘관심도 질문지’를 연구자가 연구목적에 맞게 수정·제작하여 사용하였다.
본 연구의 분석 방법은 유아교육기관에서의 다문화 가정에 대한 반편견 교육의 현장 적용 실태를 살펴보기 위해 빈도분석을 통하여 평균과 표준편차, 점수 합계를 산출하였다. 유아교사의 가정관련 반편견 교육에 대한 관심도는 배경변인에 따라 차이가 있는지를 살펴보기 위해 일원변량분석(One-way ANOVA)을 실시하였다. 다문화 가정 관련 반편견 교육에 대한 유아교사의 관심도는 어떠한지를 살펴보기 위해 t검증을 실시하였다.
본 연구의 결과는 다음과 같다.
첫째, 유아교육기관에서의 다문화 가정에 대한 반편견 교육 실태를 알아본 결과 전반적으로 잘 실시되고 있지 않음을 알 수 있었다. 그 이유로 교사들은 교수학습자료, 워크샵 및 폭넓은 연수기회 부족을 제시하였고, 실시방법은 하나의 단원에서 집중적으로 실시하고, 실시일과는 이야기 나누기 시간에 가장 많이 실시하는 것으로 나타났고, 교실 환경 중 언어영역에서 가장 많은 준비를 하는 것으로 나타났다. 다문화 가정에 대한 반편견 교육을 실시하기 위한 참고자료 유형 중 ‘신문, 방송, 인터넷 등의 매체’를 가장 많이 참고하는 것으로 나타났다. 또한 유아교사들은 다문화 가정 관련 반편견 교육의 필요 이유로 ‘유아의 다양한 문화나 인종에 대한 편견을 갖지 않게 하기 위해’를 가장 선호하는 것으로 나타났다.
둘째, 다문화 가정 관련 반편견 교육에 대한 유아교사의 관심도를 살펴본 결과, 연령에 따른 관심도에서 정보적 관심은 연령이 높아질수록 관심도가 증가함을 알 수 있었으며, 결과적 관심은 25세 이하의 교사들 보다 연령이 높은 교사들의 관심이 더 높음을 알 수 있었다. 학력에 따른 관심도에서는 학력이 높아질수록 정보적·결과적·대안적관심이 높아짐을 알 수 있었다. 또한, 다문화 가정 관련 반편견 교육을 실시하지 않은 경우 보다 실시한 경우에 교사의 관심도가 더 높음을 알 수 있다. 관련 내용 학습 유무에 따른 결과를 살펴보면 대안적 관심에서 통계적으로 유의한 차이가 있는 것으로 나타났다. 다문화 가정을 접해본 경험 유무에 따른 결과를 살펴보면 무관심·정보적·결과적 관심은 통계적으로 유의미한 차이를 나타냈다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the early childhood teachers' interest in the anti-bias education related to the multicultural family and its realities of the education.
For the purpose of study, the following study questions were set:
1. What is the anti-bias education toward multicultural family in early childhood educational settings?
2. What is the early childhood teachers' interest in the anti-bias education related to the multicultural family?
2-1. Is there a difference in the early childhood teachers' interest in the anti-bias education related to the multicultural family according to their background factor(personal and environmental)?
2-2. Is there a difference in the early childhood teachers' interest in the anti-bias education related to the multicultural family according to whether the anti-bias education related to the multicultural family is practiced?
2-3. Is there a difference in the early childhood teachers' interest in the anti-bias education related to the multicultural family according to the presence or absence of learning the contents of anti-bias education related to the multicultural home?
2-4. Is there a difference in the early childhood teachers' interest in the anti-bias education related to the multicultural family according to whether they have experienced the anti-bias education related to the multicultural family?
Data were collected through 163 teachers working in the early childhood education institution located around the country. For this purpose, this study modified and made the educational objective, educational contents and the contents of available activity on the field adapted by Kim Rae-kyoung(2001) based on the literature material of 'anti-bias curriculum' by adapted by Lee Kyoung-woo and Lee Eun-hwa(1999) in order to measure the educational realities. To measure the teachers' interest in it, this study employed the interest questionnaire developed by the Research and Development Center for Teacher Education in the University of Texas at Astrin.
To investigate whether there was a difference in the early childhood teachers' interest in the anti-bias education related to the multicultural family according to their background factor, this study calculated the mean and standard deviation through frequency analysis and then conducted one-way ANOVA. To investigate what the early childhood teachers' interest in the anti-bias education related to the multicultural family was, this study calculated the mean and standard deviation through frequency analysis and then conducted the t-test. To investigate the realities that the early childhood teachers' interest in the anti-bias education related to the multicultural family was applied to the educational field, the mean, the standard deviation and the total of scores were calculated through frequency analysis. As a result, the following findings were obtained:
First, an attempt was made to investigate the realities of anti-bias education related to the multicultural family. As a result, it was found that it was well provided for the early childhood teachers overall. The reason is that the teachers presented teaching/learning material, workshop and the lack of wide-range opportunity for in-service training. It was concentrated on one unit, and the daily lesson was assigned most to the time of having a conversation. It was found that most preparations were made for the language domain in the classroom environment. It was found that the respondents referred most to such media as ‘newspaper, broadcasting, Internet and the like’ as the type of referential material. And the early childhood teachers showed that they preferred 'not to have a bias against the young child's culture or race' as the reason for the need for the anti-bias education related to the multicultural family.
Second, an attempt was made to investigate whether there was a difference in the early childhood teachers' interest in the anti-bias education related to the multicultural family according to their background factor(career, age, educational level, type of institution, place of work). Consequently, it was found that the early childhood teachers showed an increased informative interest in the anti-bias education related to the multicultural family according to higher age. And it was found that the teachers of higher age showed a higher resultant interest in the anti-bias education related to the multicultural family than those aged less than 25 years. And it was found that the early childhood teachers showed a higher informative, resultant and alternative interest in the anti-bias education related to the multicultural family as they had the higher educational level. But it was found that the place of work had an effect on their indifference to it and informative, operational and resultant interest in it. And an attempt was made to investigate whether there was the anti-bias education related to the multicultural family for the early childhood teacher and whether its relevant contents were learnt and whether they had experienced the multicultural family. As a result, it was found that the early childhood teachers provided with the anti-bias education related to the multicultural family showed a higher level in it than those not provided with it. An attempt was made to investigate it according to whether its relevant contents were learnt. As a result, it was found that there was a statistically significant difference in the alternative interest. An attempt was made to investigate the early childhood teachers' interest in the anti-bias education related to the multicultural family according to whether they experienced the anti-bias education related to the multicultural family. As a result, it was found that there was a statistically significant difference in their indifference, informative and resultant interest.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 3
• C. 용어정리 = 4
• Ⅱ. 이론적 배경 = 6
• A. 다문화 가정에 대한 반편견 교육 = 6
• B. 유아교육기관에서의 다문화 가정에 대한 반편견 교육 = 12
• C. 유아교사의 관심도 = 16
• Ⅲ. 연구방법 = 20
• A. 연구대상 = 20
• B. 연구도구 = 21
• C. 연구절차 = 24
• D. 자료분석 = 25
• Ⅳ. 연구결과 및 해석 = 27
• A. 유아교육기관에서의 다문화 가정에 대한 반편견 교육 현장 적용 실태 = 27
• B. 유아교사의 다문화 가정 관련 반편견 교육에 대한 관심도 = 34
• Ⅴ. 논의 및 결론 = 51
• A. 논의 = 51
• B. 결론 = 56
• 참고문헌 = 57
• 부록 = 60
• ABSTRACT = 69