다문화 교사교육 실행연구: 미국 사범대학 사례

Abstract

Grounded in an action research approach, this study explored 31 pre-service teachers' experiences of learning multicultural education in a multicultural teacher education course and the efficacy of the course offered at a teacher education program in the U.S. The findings showed that the course demonstrated both positive effects and limitations. As a result of the course, the pre-service teachers were able to challenge and reconstruct their limited understanding of the concept of diversity. By learning a history of multicultural America and the contributions of immigrants to nation building, the pre-service teachers had an opportunity to acknowledge and rethink the prevalence of white supremacy in the official school curriculum. Also, the course helped them broaden their views to understand the issues of inequality, poverty and achievement gap during their practicum. Meanwhile, a semester-long course was not sufficient enough to challenge some pre-service teachers' resistance and biases against multicultural education. A lack of connection between the course and the field practicum sites was discussed as a limitation of the course by the pre-service teachers. This study is expected to provide practical implications for the betterment of multicultural teacher education in Korea.