예비유아교사의 다문화교육역량 함양을 위한 구성주의적 수업 사례연구

Abstract

Objectives The purposes of this case study were to qualitatively examine the class process and results applied
 with the constructivist teaching and learning method to foster multicultural education competency of pre-service
 early childhood teachers and to provide basic data for exploring multicultural education curricula in the teacher
 training institution.
 Methods The participants were 24 sophomores who took the multicultural education class held in the first semester
 of 2022 at the department of early childhood education at a four-year university in the Chungcheon region.
 Research data were collected through e-campus postings, discussion activity reports, reflection journals, multicultural
 education contents, peer- and self-evaluation reports, and group interview. The data were analyzed as
 suggested by Miles and Huberman(1984).
 Results The multicultural education competencies cultivated by pre-service early childhood teachers though a
 class applied with the constructivist approach were divided into knowledge, skills, values and attitudes as follows.
 First, pre-service early childhood teachers acquired knowledge about individual and social prejudices and the
 concept of multiculturalism. Second, they acquired skills to collect and produce and to evaluate multicultural educational
 materials. Lastly, they cultivated an attitude of respecting and accepting various viewpoints and a sense
 of multicultural teaching efficacy.
 Conclusions These results suggest that the constructivist class emphasizing learner’s autonomy and initiative
 was effective to foster pre-service early childhood teachers' multicultural education competencies and that various
 opportunities are needed from the teacher training process to practice desirable multicultural education in the
 field. Based on this case, the direction of multicultural teacher education was discussed in the teacher training
 institution.