북한이탈학생 지도교사의 역할인식 제고 방안

Abstract

As compared with multi cultural students, the ratio of North Korean Refugees Students is comparatively few. But, the educational care for them has the special meaning which cannot be explained by the number. It is the preparation of integrated education for South and North Korean students and the realization of educational ideal which embraces all students without exception. Teachers have to make an effort ceaselessly to realize this educational care after they enter South Korean school. The students from North Korean refugees have been faced with many various differences after entering the South Korean school. Teachers have to help them to recognize these differences by themselves and help them to overcome the gap. Teachers have to understand their special situation and recognize teacher's role to help the students to adapt themselves to the South Korean public educational system. We can identify the primary role of teacher for the students by interview with teachers who have experienced teaching them. The first role is related with their parents' understanding about South Korean school. The teachers have to introduce cultures, customs of South Korean schools and the variation of their children's values to their parents. The second role is related with solution to the academic ability differences between South Korean students and the students from North Korean refugees. Teachers make an effort to narrow the gap coming from the differences between North Korean refugees students' individual educational experiences and curriculum with South Korean students'. The third role is related with expression of care for them. Teachers have to understand their situation and express the care for them cautiously. The fourth role is related with preparation of their experiential activities and connections with outside groups for helping them. Teachers have to prepare their experiential activities for helping them to adapt to South Korean society and connect them to outside groups which can give proper and continuous helping. To perform these roles, teachers need to recognize the primary roles for teaching students from North Korean refugees. This thesis is presented the workshop for formation of views of instruction. Through this workshop, we can have a chance to recognize and reflect on teachers' role for teaching students from the North Korean refugees.