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다문화수학교사교육 강의 운영 사례연구: 수학과 예비교사의 다문화적 역량 변화에 대한 효과

A Case Study of Multicultural Mathematics Teacher Education Course: An Analysis of Course Effect on Preservice Mathematics Teachers' Multicultural Competence

주미경|문종은
한국교육과정평가원 (Korea Institute for Curriculum and Evaluation)|2010.11|교육과정평가연구 (The Journal of Curriculum and Evaluation)|제13권 제3호|pp. 103-132

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참고문헌

키워드

다문화교육문화적 주체multicultural sensitivitycultural knowledge실천적 인식다문화교사교육수학교사교육다문화적 교사역량다문화적 감수성문화적 지식 범주Multicultural mathematics teacher educationmulticultural teacher competencecultural agentspractical knowledge of multicultural mathematics education
주제분류교육학

초록

본 연구에서는 다문화적 역량을 갖춘 미래의 수학교사 양성을 위해 개발한 다문화수학교사교육 강의를 실행하는 과정에서 수집한 반성저널, 강의평가 설문지, 기말면담과 수업녹취록의 분석에 기초하여 개발강의가 예비수학교사의 다문화적 역량의 개발에 주는 효과를 탐구하였다. 자료 분석 결과, 개발강의에 참여하였던 예비수학교사들은 학기 초반 ‘민족’이나 ‘인종’과 같이 거시적 수준의 문화적 주체를 중심으로 다문화 교육을 개념화하였으며 강의를 통해 점차 ‘학생’이나 ‘교사’와 같이 미시적 수준의 문화적 주체를 중심으로 다문화교육을 개념화해가는 것을 볼 수 있었다. 또한, 암묵적인 측면의 문화를 인정하고 학교수학 이외의 수학을 다양성의 관점에서 바라보는 태도를 수용하는 등 정의적인 측면에서도 변화가 있었다. 그리고 참여와 실천을 강조하는 수업 활동을 통해 다문화수학교육이론에 관한 이해가 이론적 수준에서 실제적 수준으로 변화해가는 것을 볼 수 있었다. 마지막으로, 강의에 참여한 예비수학교사의 관점에서 예비수학교사들의 다문화적 역량 함양에 긍정적으로 기여한 강의방법의 효과를 평가하여 다문화교사교육과정의 후속 개발연구와 운영에 대한 시사점을 논의하였다.

Abstract

As part of developmental research, this research has investigated the effect of a developed course for multicultural mathematics teacher education. For the purpose of the evaluation, we have collected diverse types of data including reflective journals, surveys for course evaluation, and portfolios by the course participants. We have also conducted in-depth interviews with the course participants to probe their perspectives of multicultural mathematics education and their learning experience in the course over the semester. The data analysis has revealed meaningful changes in the preservice mathematics teachers' understanding of multicultural mathematics education. Specifically, the preservice mathematics teachers became to have a more refined understanding of what could be considered as legitimate cultural agents for the production of mathematics in class. This change can be considered as significant since the refined understanding would lead to a higher level of multicultural sensitivity. In addition, the preservice teachers became to develop practical knowledge of multicultural mathematics education through the participatory learning experience in the course. This research identified several instructional factors which seemed to promote the changes to discuss implications for the future development of multicultural teacher education.

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