다문화교육 교사전문성 계발활동 참여 경험의 의미 탐색: 다문화교육 우수사례 수상자 교사 면담을 중심으로

초록

This study aims to explore how professional development activities contributes to the development of teachers’ multicultural teaching competences. For the purpose, in this study, we distinguished professional development activities in two different types, that is, ‘formal delivery of knowledge’ and ‘informal exchange of knowledge’ to analyze how these two types of activities contributes to the development of teachers’ multicultural teaching competences. In order to address the research question, we conducted a thematic analysis of the interview responses of 12 teachers who practiced multicultural education successfully in their schools. The analysis showed that the ‘formal delivery of knowledge’ type activities gave teachers opportunities to develop a broad understanding of multicultural education; to construct theoretical knowledge for multicultural education; to change perceptions or attitudes on multicultural education; to learn about successful cases of multicultural education; and to obtain access to materials for multicultural instruction. On the other hand, ‘informal exchange of knowledge’ type acitivities provided the teachers opportunities to deepen their understanding about the school experiences of students with immigrant backgrounds; to enhance understanding of classroom activities for multicultural education; to develop practical competencies necessary for designing, implementing, and evaluating multicultural instruction in school; and to strengthen the motivation to implement multicultural education. Based on these results, the study presents implications for educational policy makers and school administrators of South Korea.

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