다문화가정 초등학생과 초등 예비교사의 멘토링에 대한 인식

다국어 초록 (Multilingual Abstract)

The system of mentoring children from multicultural families based in Korea is still in its early stages. The purpose of this study was to examine the level of satisfaction about the mentoring of elementary in-service teachers and elementary students in multicultural families. The mentoring program was led by the National University of Education. The study was conducted for 15 sessions over 5 weeks during the winter vacation. The participants included 111 mentors and 144 mentorees. After the survey was concluded, the data was analyzed through frequency and percentile. The results highlighted several areas of interest. Firstly, pre-service teachers showed positive responses to the experience of mentoring. Secondly, elementary students also expressed
positive outcomes for mentoring. The mentors mostly concentrated on teaching curricular subjects, and mentorees were satisfied with that. However some of the mentorees had hoped for a different kind of learning experience. For example mentorees suggested exploring culture, counseling and guidance. Based on these results, it would be possible to plan and develop various different mentoring activities. The mentoring time was for three hours per session. The mentorees perceived that this was too long a time. It was therefore crucial that the time needed to be properly managed. The in-service teachers participation helped them to understand children from
multicultural families. For future study, qualitative studies are recommended.

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