예비교사의 다문화 교육역량 강화를 위한 문제중심학습 적용 및 효과성 분석

A Study on the Effectiveness of Teaching Profession Subject Applied Problem Based Learning for improving multicultural education ability of pre-service teachers

이 연구는 문제중심학습 기반 다문화 수업설계 모형을 윤리과와 사회과 교원양성 교직과목에서 실제 적용하여 효과성을 분석함으로써 예비교사 다문화 교육역량 강화를 위한 시사점을 도출하는데 목적을 둔다. 이를 달성하기 위하여 윤리과와 사회과 예비교사(총51명)를 대상으로 문제중심학습 기반 다문화 수업설계 모형을 적용시켜 교육과정을 운영한 후, 참여한 예비교사의 다문화감수성, 다문화교수능력에 대한 사전사후 검사를 실시하여 수업효과성을 분석하였다. 그 결과 첫째, 문제중심학습 기반 다문화 수업설계 모형을 적용한 교직과목은 예비교사의 다문화 감수성 향상에 크게 기여하지 않는 것으로 나타났다. 둘째, 문제중심학습 기반 다문화 수업설계 모형을 적용한 교직과목은 예비교사의 다문화 교수능력 향상에 기여하는 것으로 나타났다. 이러한 연구결과를 토대로 예비교사의 다문화교육 역량 강화를 위한 이론적ㆍ실천적 시사점을 제시하였다.

This study aimed to analyze the effectiveness of teaching profession subject which was designed with the problem based learning model for improving multicultural education ability of pre-service teachers. To accomplish this purpose, a teaching profession subject which was designed with the problem based learning model was implemented for 51 participants those who are majoring in ethics education or social education. The pre and post test were conducted for all participants to measure changes of multicultural sensitivity and multicultural teaching ability before and after learning activities. The results showed that a class designed with problem based learning was not effective on improving multicultural sensitivity of pre-service teachers. On the other hand, a class designed with problem based learning was effective on improving multicultural teaching ability of pre-service teachers. Based on these results, several implications were suggested with theoretical as well as practical perspectives. Firstly, participants should have a chance to understand overall knowledge and theories of multicultural phenomenon before starting learning activities designed with problem based learning model. Secondly, functional roles should be allocated to each teaching profession subjects in order to improve multicultural education ability of pre-service teachers in an appropriate way.