근거이론을 활용한 초등교사의 다문화 특별학급에 대한 인식 분석 -경기도 다문화 특별학급 사례를 중심으로-

Abstract

The study attempted to identify and build a ground theory of operational characteristics of specially designated multicultural classes that are adopted by teachers. The case study data were collected from analyzing in-depth interviews of seven primary school teachers from Gyeonggi Province. The teachers selected for the interview were either currently nominated as the class teachers or have previously been a teacher for a specially designated multicultural class. The case data collected from the seven teachers was analyzed by adopting analytical coding framework stipulated by Strauss and Corbin(1996). Based on the analyses of case data through open coding, axial coding and selective coding, the study identified 165 concepts and 63 subcategories which were then theorized into the five categories of the operational characteristics of the specially designated multicultural classes in primary schools. The study named those five categories as ‘becoming the second parents of multicultural family students’, ‘sub-school within a school’, ‘pressures to be the best teacher and an administrator’, ‘efforts to maintain personalized and individual attention to multicultural students’, and ‘pressures for continuing professional development’. This study is expected to provide practical approaches to teachers who will undertake the designated special multicultural classes. Scholarly, this study provided foundation theory of operational characteristics of specially designated multicultural classes thereby contributing to under researched field of multicultural education studies.