영어교육학과 대학원생들의 다문화 교육에 대한 태도와 인식연구
A Study on M.A. English Education Majors’ Perceptions and Attitudes of Multicultural Education
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This study examined graduate students’ attitudes and perceptions of multicultural education. The data of this study were 86 surveys collected from M.A. students majoring in English education at two universities located in Seoul. Findings showed that most of the participants encountered with multicultural families not only directly, but also indirectly through either mass media or their daily life. The more the participants had multicultural experiences, the more they were clearly aware of the necessity to provide multicultural education with students as well as preservice/current teachers. However, they did not have enough knowledge regarding the basic concepts of multicultural education that promote the value of cultural diversity and equal opportunity. These results indicate the necessity of offering various multicultural courses to students enrolled in the graduate school of education programs and increasing their multicultural teaching competency. Based on the results of this study, policy implications and suggestions for researchers, educators, and administrators are discussed in terms of improving multicultural teacher education programs at the graduate school of education.
Abstract
This study examined graduate students’ attitudes and perceptions of multicultural education. The data of this study were 86 surveys collected from M.A. students majoring in English education at two universities located in Seoul. Findings showed that most of the participants encountered with multicultural families not only directly, but also indirectly through either mass media or their daily life. The more the participants had multicultural experiences, the more they were clearly aware of the necessity to provide multicultural education with students as well as preservice/current teachers. However, they did not have enough knowledge regarding the basic concepts of multicultural education that promote the value of cultural diversity and equal opportunity. These results indicate the necessity of offering various multicultural courses to students enrolled in the graduate school of education programs and increasing their multicultural teaching competency. Based on the results of this study, policy implications and suggestions for researchers, educators, and administrators are discussed in terms of improving multicultural teacher education programs at the graduate school of education.
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