교사의 다문화교육 운영 경험에 관한 질적 메타분석

Abstract

This study conducted qualitative meta-synthesis on the experiences of teachers actually operating multicultural education in schools. The thesis analyzed as the object of meta-analysis was conducted with interest in the problems, difficulties, and development potential in the overall curriculum that teachers perceive in the practice process as the subject of multicultural education management. Through the qualitative meta-synthesis study, various limitations inherent in individual studies of qualitative studies were solved with a comprehensive analysis frame, and a new possibility of interpretation was derived with more generalized and definitive results. Most of the studies focusing on the experiences of teachers' multicultural education revealed the experiences and perceptions of teachers about multicultural students, the operation of multicultural education programs, the effects of implementing multicultural education, and the difficulty of implementing multicultural education. It was later implemented to suggest directions for multicultural education in schools. This study analyzed the difficulties of teachers in practicing multicultural education. Most of the papers to be analyzed used case study methods, and phenomenological studies and narrative inquiry existed on one side. In conclusion, teachers pointed out the heavy duty of multicultural education as the biggest difficulty in operating multicultural education. In addition, there are problems such as lack of various information due to the unsystematic multicultural education system in operation and lack of cooperation between neighboring schools and fellow teachers. Eventually, the unstructured multicultural education was revealed as a lack of information and resources, which led teachers to make independent efforts to develop expertise. Therefore, it was analyzed that the introduction of a systematic multicultural education system was urgent. Among them, the introduction of the guidelines for multicultural education, which can be easily used by novice teachers, is urgently needed.