초등학교 교사를 위한 다문화 교수·학습 프로그램 개발 연구

Development Model of an Instructional Program for Elementary Teachers Multicultural Education

본 연구는 교실 수업 맥락을 체계적으로 분석하여 실효성 있는 다문화교육 프로그램을 개발하는 것을 목적으로 한다. 이를 위해 국가수준 교육과정, 다문화교육을 위한 교수·학습 방법, 다문화 교수·학습 프로그램의 내용과 형식에 대한 현장의 요구를 검토하였다. 연구 결과 개발된 다문화 교수·학습 프로그램은 교사가 주도적으로 활용할 수 있는 교수용 프로그램의 형태로서, 프로그램 개발 과정 및 개발 후 시행된 평가 결과 교실 수업에서 활용가능성이 매우 큰 것으로 나타났다. 또한 프로그램의 교수·학습 활동을 제작한 의도와 활용 지침을 담은 ‘교사용 지침서’는 개별 교사들이 개발된 프로그램을 재구성할 수 있는 가능성을 열어주었다고 평가되었다. 본 연구는 현장적합성이 높은 다문화교육 프로그램의 제공과 함께, 교사에 의한 다문화교육 프로그램의 재구성과 개발이 가능하도록 개발의 전 과정을 하나의 모델로서 정치하게 보여주었다는 점에서 그 의의가 있다.

This study aims to develop an online instructional program for multicultural education in elementary schools and to assess its effectiveness for it. Considering that the previous efforts to develop instructional programs and materials for multicultural education turned out to be fragmentary and impractical in a certain way, this study strived to reflect the results of the existing body of research related to multicultural education. To do so, we examined the analysis of the National Curriculum and reviewed the principles of instructional methods or techniques found in the related studies. Furthermore, we incorporated the research result conducted on the issue of in-practice teachers current demands for multicultural education programs. Based on the comprehensive analyses and reviews, this study developed the instructional program that would be sequentially organized according to the National Curriculum, and would be practically used for grades 3 through 6 in classroom. This program was designed to contain teaching and learning activities, and worksheets according to the introductory, unfolding, and finishing phases of the classroom instruction. Since common classroom instructions proceed on this sort of phases, teachers may be able to use this program as it is or reconstruct it up to their own use. This program also accompanies with ‘teachers guide’ including introduction to multicultural education and teaching tips for each activity and material of this program. Finally, in order to investigate the effectiveness of this program, 10 elementary school teachers were surveyed. The survey questionnaire consisted of four major sections; content relevance to the National Curriculum and textbooks, appropriateness of program as an instructional material, classroom availability, and potentiality and extent of teacher reconstruction. The survey result highlighted that the program seems to be highly relevant to the National Curriculum, appropriate and easy to use in classroom, and flexible to modify for teachers own interest and purpose.