다문화교육 정책학교(유치원) 유아교사들의 경험 탐색

Abstract

The purpose of this study is to explore the experience of early childhood teachers at the Multicultural Education Policy School (kindergarten) and their necessity to improve the operations. To fulfill this purpose, in-depth interviews were conducted with eight infant teachers working at the Multicultural Education Policy School (kindergarten) in Chungcheongnam-do. The results of the study are as follows. First, according to the experience of infant teachers, the Multicultural Education Policy School (kindergarten) actively conducted multicultural education through the operation support. Multicultural education was administered throughout the curriculum. The infant teachers observed their students recognizing each other’s differences and acquiring an increased understanding of multiculturalism. Early childhood teachers also felt that they were transformed into the teachers equipped with multicultural education capabilities through their experience in implementing multicultural education. Second, regarding the necessity of the early childhood teachers to improve the operations, the participants expressed the need to establish operational measures considering the reality of kindergartens in operating multicultural education. A customized parental education support was suggested for parents with various needs, and the requirement to strengthen the capabilities of multicultural education experts and the human resources support was indicated. The participants asserted their hope to establish the multicultural education training and infrastructure suitable for infant teachers at high-quality multicultural education sites. The results of this study provides the basic data and multicultural education policies that can contribute toward an effective practice of multicultural education in the field of early childhood education as well as in the multicultural education policy schools (kindergartens).