earticle

영어

The purpose of this study was to examine teacher teaching efficacy beliefs and teaching practices of multicultural education. The subjects were 387 kindergarten teachers in G province. Guyton & Wesche (2005)’s Multicultural Efficacy Scale and Kim A Young’s (1996) questionnaire, which is modified and improved after preliminary research, were used to measure teacher teaching efficacy beliefs and teaching practices about multicultural education. The data were analyzed by descriptive statistics, one-way ANOVA, and Scheffe test. The results of this study were as follows. First, kindergarten teacher teaching efficacy beliefs about multicultural education were significantly different based on teacher teaching careers, teacher kindergarten types, and children’s age. Second, kindergarten teaching practices about multicultural education were as follows. Multicultural education goals were significantly different based on teacher teaching careers and teacher kindergarten types. Multicultural education contents were significantly different based on teacher teaching careers, teacher kindergarten types, children’s age, and learning experience in preservice curriculum. Activity methods of multicultural education were significantly different based on teacher teaching careers, teacher kindergarten types, children’s age, and learning experience in preservice curriculum. Reference data of multicultural education and the point at issue of multicultural education were significantly different based on teacher teaching careers, children’s age, and learning experience in preservice curriculum.

한국어

본 연구의 목적은 유아교사의 다문화 교수 효능감과 유아다문화교육 실태를 알아보고자 한다. 연구대상은 G시에 위치한 유아교육기관에 재직하고 있는 유아교사 387명이고, 유아교사의 다문화교수 효능감과 다문화교육 실태에 대한 설문조사를 실시하였다. 연구결과 유아교사의 다문화교수 효능감에서는 교사의 ‘경력’과 근무하는 ‘기관유형’, 담당하고 있는 ‘유아연령’에서 유의미한 차이가 있는 것으로 나타났다. 다문화교육 실태 조사결과는 ‘다문화 교육 목표’에서 교사의 ‘경력’과 근무하는 ‘기관유형’에서 유의한 차이를 보였으며, ‘다문화교육 내용’에서는 교사의‘경력’과 ‘기관유형’, 담당 ‘유아연령’ 유의한 차이를 보였다. ‘다문화교육 활동방법’에서는 교사의‘경력’과 ‘기관유형’, ‘유아연령’, ‘다문화과목 학부수강 경험유무’에 따라 유의미한 차이가 있는 것으로 나타났으며, ‘다문화교육을 실시할 때 교사가 참고하는 자료’에 대해서는 교사의 ‘경력’과 ‘유아연령’, 학부시절 ‘다문화과목 학부수강 경험유무’에 따라 다르게 활용하는 것으로 밝혀졌다. 마지막으로 ‘다문화교육의 문제점’에 대해서는 교사의 ‘경력’과 ‘유아연령’, ‘다문화 과목 학부수강 경험유무’에 따라 차이가 있는 것으로 나타났다.