교사의 다문화교육과정 편성·운영·재구성을 제약하는 사항과 제약의 원인 연구

Abstract

Objectives This study aims to investigate the types and causes of constraints that elementary, middle, and high school teachers experience while organizing, operating, and restructuring the multicultural curriculum. This study investigated trends of the constraints depending on each teacher’s approach to the multicultural curriculum, the opportunity to develop expertise, and the level of practice. this research analyzed the causes of major constraints by qualitative analysis. Methods Questions to be surveyed were developed based on the implications derived from the analysis of prior theories and previous studies. Afterward, a survey was conducted on 316 elementary, middle, and high school teachers for analysis. And then Written interviews were conducted with 11 teachers to examine the causes of the survey results. Results Regarding the first research question, the highest rate of responses was that all schools experienced re-strictions that limited other cultures to Korean style. And restrictions were different depending on the school level. Regarding the second research question, And restrictions were different depending on the teacher’s approach to the multicultural curriculum. Multicultural education experience and related work experience showed a positive correlation with the Education Support Office's guidelines. There was a negative correlation between the training time of the multicultural curriculum and the restriction that limited other cultures to the Korean style. About the third research question, it was examined that the constraints stemmed from school structural and contextual causes, respectively. Conclusions Through this study, first, it is necessary to provide training specialized in the multicultural curriculum but provide incentives for teachers to actively participate and provide practical content, practice cases, and teach-ing and learning materials to make the training more beneficial. Second, it was suggested that an institutional de-vice that can reflect the multicultural curriculum in the school education evaluation plan is needed.