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본 연구는 근거이론에 따라 유아교사들과의 심층 면담을 통해 다문화교육 효능감이 어떻게 드러나는 지 탐색하여 유아교사의 다문화교육 효능감에 대한 이해의 기초를 마련하는데 목적이 있다. 연구 참여자는 다문화가정 유아를 현재 담임하고 있거나 최근 1～2년 이내에 담임한 경력이 있는 교사 15명이다. 본 연구 결과에서 도출된 15개의 범주를 패러다임 모형에 따라 분석한 결과, 인과적 조건은 ‘다문화교육 필요성에 대한 인식’, ‘다문화가정 유아를 담임하는 심정’이 도출되었고, 맥락적 조건은 ‘유아의 특성과 반응’, ‘다문화가정 부모의 특성과 태도’로 나타났다. 현상으로는 ‘다문화교육 실행하기’, 중재적 조건으로는 ‘사회적 분위기’, ‘교직풍토’, ‘개인 특성’이 분석되었다. 작용/상호작용 전략으로는 ‘반성적 성찰하기’, ‘다문화역량 키우기’, ‘성공적인 방식 찾기’, ‘다문화가정 부모와 관계 맺기’가 나타났고, 결과로는 ‘머무르기’, ‘다문화교육 깊게 이해하기’, ‘자신감 획득하기’가 도출되었다. 또한 본 연구의 핵심범주는 ‘유아, 부모와 함께 다문화교육을 실행하면서 효능감 형성하기’로 나타났으며, 유아교사가 부모, 유아와 함께 다문화교육을 실행한 경험이 다문화교육 효능감 형성과 어떤 관계가 있는지를 알 수 있었다.
Using Constructivist Grounded Theory procedures in which data and theory are co-constructed by researcher and participants, this qualitative study constructs a foundational understanding of multicultural education efficacy. In-depth interviews with fifteen early childhood teachers of children from multicultural families were conducted using the Grounded Theory coding methodology to establish workable concepts to form categories. Inductive analyses then progressed to the construction of an integrated theoretical foundation of multicultural education efficacy in early childhood education. In our analyses, the constructed categories were divided as follows according to the paradigm model: The casual conditions elicited ‘recognition of the necessity of multicultural education’ and ‘feelings about being in charge of young children from multicultural families.’ The contextual condition indicated were ‘young children's characteristics and reactions’ and ‘characteristics and attitudes of parents from multicultural families.’ Phenomenon was analyzed as ‘execution of multicultural education.’ The intervening condition was analyzed as ‘social atmosphere,’ ‘climate of teaching profession,’ and ‘individual characteristics.’ The action/interaction strategies indicated were ‘examining reflectively,’ ‘fostering multicultural capability,’ ‘searching for successful method,’ and ‘having relationship with parents form multicultural families.’ The consequences elicited were ‘staying,’ ‘deeply understanding multicultural education,’ and ‘acquiring self-confidence.’ The core category in the selective coding was designated as ‘constructing efficacy through executing multicultural education together with young children and parents.’ Because multicultural education teaching efficacy impinges on how and what children learn and even, affects the quality of their family life, the successful results of this study have far reaching implications for multicultural education.
