초등교사의 다문화 인식 및 수용 태도의 실체적 의미에 관한 질적연구

Abstract

This study explored the substantive meaning of elementary school teachers’ multicultural awareness and acceptance attitudes. To this end, this study began two researchers’ self-report statements. Then, research questions were formulated and multicultural awareness was divided into uncanny, prejudice, discrimination, and hatred. In addition, the researcher conducted in-depth interviews with eight elementary school teachers to collect and analyze relevant data. As a result of the study, it was found that elementary school teachers teach multicultural students and that their self-perception changes as teachers. In this process, elementary school teachers build relationships with multicultural students by going through the pre-meeting stage, the meeting stage, and the post-meeting stage. From this, the elementary teachers reflected on their existing selves. They understand that their self changed from an initial integrated perception to a separate perception, and they experienced the strengthening of their Persona as a teacher. The findings of the study reveal the empirical implications of what elementary teachers experience in multicultural awareness and acceptance and how they are guided in this process. Based on the results of the study, the researcher discussed the need for educational practice and training for pre-service teachers and teachers who have entered the teaching profession to experience multicultural awareness and separation of self, and discussed the direction of teacher education to separate the personal and professional self for the professionalism of the teaching profession and the need to solidify the area of teacher-centered pedagogy.