다문화 대안학교 학습자 배움 저해 요인

A Study on Hindering Factors of Erudition at Multicultural Alternative School

이 연구는 다문화가정 자녀를 위한 다문화 대안학교에서의 학습자의 배움을 저해하는 요인이 무엇인지 알아보기 위한 연구다. 이를 통해 다문화 대안학교에서의 배움 환경 개선 방안을 제안하고, 교사들의 효과적인 수업 진행에 도움을 주고자 하는데 그 목적이 있다. 이 연구에서는 다문화 대안한교에서 학습자의 배움을 저해하는 다양한 요인 중에서 학습자의 행동 특성 요인을 중점적으로 분석하였다. 연구문제를 실증적으로 규명하기 위한 연구방법으로 질적 연구방법을 선택하였고, 연구기법으로 참여관찰과 면담법을 사용하였다. 이를 통해, 배움을 저해하는 학습자의 행동 특성 요인은 놀림, 따돌림, 시기심으로 분석되었다.

The objective of this study was to identify factors hindering learners' erudition in the class of a multicultural alternative school for children from multicultural families. Through this study, we aimed to suggest plans to improve erudition environment at multicultural alternative schools and to help teachers execute their class effectively. Qualitative research was chosen as the research method for answering the research questions empirically, and research techniques used were participant observation and interview. The researcher, as a teacher researcher, attended the class of a multicultural alternative school for a year and seven months, and observed the class, which was a part of multicultural family children's daily life. Data were collected through participant observation, analyzed mainly centering on episodes, and read repeatedly for more detailed examination. Major results obtained from the researcher's participant observation as a teacher researcher at a multicultural alternative school were as follows. Factors related to learners' behavioral characteristic hindering learners' learning in the class of a multicultural alternative school were teasing, bullying, and jealousy.