초·중등 예비교사의 교육적 공정마인드셋에 관한 탐색적 연구

Abstract

This study aimed to assess the level of educational equity mindset among Korean pre-service teachers, a fundamental pillar for promoting culturally responsive teaching and education for equity and justice. To achieve this goal, we conducted an online survey using the Teachers' Equity Mindset tool developed by the MIT Teaching Systems Lab. The data was collected from 223 pre-service teachers enrolled in an elementary school teacher training institute in Gyeonggi-do and a secondary school teacher training institute in Daejeon. We conducted an exploratory factor analysis to validate the factor structure and a reliability analysis. The exploratory factor analysis revealed five distinct factors, deviating from the original five-factor structure. According to the empirically derived factors, Korean pre-service teachers demonstrated a strong educational equity mindset, particularly in areas concerning “cultural understanding of students' backgrounds” and “racial identity.” However, lower scores were observed in sub-factors such as “critical consciousness of discrimination at school” and “awareness of cultural conflicts,” compared to other dimensions. Furthermore, we investigated variations in Korean pre-service teachers' equity mindset based on different backgrounds. Gender differences analysis revealed that female pre-service teachers demonstrated a stronger equity mindset compared to their male counterparts. Based on these research findings, we provide suggestions for theoretical developments and advancements in understanding the educational equity mindset within the Korean context. Additionally we offer practical recommendations to enhance teacher training programs in South Korea, focusing on developing pre-service teachers' competence in performing equity-minded educational practices for promoting equity and justice in education.