교사의 문화감응성을 위한 학교 여건: 교사 협력과 학부모 참여의 중요성

초록

While there is an increasing need for teachers to adopt culturally responsive teaching practices, they often encounter challenges in effectively navigating cultural diversity within their classrooms. The present study explores the effect of collaborative school culture on teachers' cultural responsiveness, and investigates if parent-participative decision-making can further enhance this effect by extending collaborative interaction beyond the school. Utilizing the Korean subset of the TALIS 2018 data, we analyze the experiences of elementary and middle school teachers. Our findings reveal that both collaborative school culture and parent-participative decision-making significantly contribute to teachers' cultural responsiveness, mutually reinforcing their effects. These results underscore the critical role of school-contextual conditions in nurturing teachers' cultural responsiveness, highlighting the importance of further inquiry into teachers' cultural responsiveness from a pedagogical uncertainty management perspective.

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