The purpose of this thesis is, firstly, to clarify the relation of the multi-culture receptibility of early childhood teachers to their perception of the multi-cultural teaching efficacy and to the real-world practices of the multi-cultural teaching, ...
The purpose of this thesis is, firstly, to clarify the relation of the multi-culture receptibility of early childhood teachers to their perception of the multi-cultural teaching efficacy and to the real-world practices of the multi-cultural teaching, and secondly, to verify if such perception plays the mediating role between the other two variables. For this, quantitative and qualitative surveys were concurrently carried out, in which the key questions for study were identified as follows.
1. Questions for the quantitative study
1-1. Are the multi-culture receptibility, perception of the multi-cultural teaching efficacy, the real-world practices of the multi-cultural teaching different by the early childhood teacher’s population-sociological characters?
1-2. How do the early childhood teachers’ multi-culture receptibility and their perception of the multi-cultural teaching efficacy influence the real-world practices of the multi-cultural teaching?
1-3. Do the perception of multi-cultural teaching efficacy mediate the multi-culture receptibility and the real-world practices of the multi-cultural teaching?
2. Questions for the qualitative study.
2-1. How do the early childhood teachers perceive the multi-cultural society?
2-2. What are the measures the early childhood teachers consider helpful to have empathy with the multi-cultural?
2-3. How do the early childhood teachers perceive the multi-cultural teaching efficacy?
2-4. What are the activities of multi-cultural teaching that the contemporary early childhood teachers are involved in?
2-5. What are the ‘measures to improve the real-world practices of multi-cultural teaching’ that the contemporary early childhood teachers are suggesting?
For quantitative study the multi-culture receptibility, the perception of multi-cultural teaching efficacy, and the real-world practices of multi-cultural teaching were surveyed through a significance sampling of 464 teachers from nurseries and kindergartens located in Choongnam Province, Seoul, Gyeonggi Province, and Incheon. For qualitative study data were taken from the free answering self-s of 48 teachers through a snowball sampling. Acquired data were analyzed through appropriate methods like technical statistics, variation verification, correlation verification, multi-variate regression analysis, path analysis, and content analysis. The statistical package used in this study was SPSS version 19 and Lisrel 18.80 program.
The results of this study are as follows.
The results of quantitative study are:
First, the multi-culture receptibility, the perception of multi-cultural teaching efficacy, the real-world practices of multi-cultural teaching of early childhood teachers show some variation depending on their academic degree, training experience, age, tutoring experience, and whether they themselves have a multi-culture child. Second, the multi-culture receptibility and the perception of multi-cultural teaching efficacy have an influence on the real-world practices of multi-cultural teaching on a level of p<.01, which has about 14% of explaining power. Third, the analysis of paths through which the multi-culture receptibility affects the real-world practice of multi-cultural teaching shows no direct effects but some indirect effects mediated by the teacher’s perception of multi-cultural teaching efficacy.
The results of qualitative study are:
First, the early childhood teachers’ level of awareness of the multi-cultural society appears very high. Second, measures to enhance the empathy with the multi-cultural perceived by the early childhood teachers include, among others, exchange and communication, perception change, understanding and respect, accustomation of the Korean culture. Third, early childhood teachers’ perception of multi-cultural teaching efficacy, required for caring about children from multi-cultural families, can be improved through the efforts to communicate in Korean language and strengthening the real-world practices of multi-cultural teaching. Fourth, the most effective among the multi-cultural teaching activities where the early childhood teachers are currently being involved turns out to be the real-life experience type education.
The measures to improve the real-world practices of multi-cultural teaching that the contemporary early childhood teachers are suggesting include, among others, the education of right value system and communal mind, acquisition of extensive multi-cultural teaching material, and the development of multi-cultural teaching and learning methods.
Based on the findings above, the conclusion of this study is made as follows.
First, the academic career of early childhood teachers contributes as an important factor to the real-world practices of multi-cultural teaching. That is, the teachers’ basic qualification has a strong correlation with the period over which they get the relevant education. Therefore, their academic career should be taken into consideration importantly and those education institutions producing early childhood teachers through a short-term program should take appropriate measures to respond to such aspects.
Second, an institutionalized mechanism should be prepared to have the early childhood teachers take a requisite multi-cultural teaching course in the process of their qualification. They should be equipped with professional knowledge and performance of multi-cultural teaching to effectively carry out multi-cultural teaching based on correct understanding of characters and environment of multi-cultural society.
Third, various training programs for the real-world practices of multi-cultural teaching need be developed and offered for the early childhood teachers, with appropriate incentives to those who successfully complete such training courses.
Fourth, to improve the real-world practices of multi-cultural teaching in the early childhood education institutions, a measure to enhance the teachers
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