With a constant increase to the percentage of marriage immigrants and migrant workers in the Korean society, various issues related to them have started to emerge in every area of the society including the area of education with their children enrolli...
With a constant increase to the percentage of marriage immigrants and migrant workers in the Korean society, various issues related to them have started to emerge in every area of the society including the area of education with their children enrolling in school. Most of the children have problems with learning underachievement and identity confusion spurred by social prejudice due to their lacking skills in Korean language and poor adaptation to the Korean culture. Therefore, the government should come up with measures to prevent educational polarization in the dimension of education and welfare. Multicultural education is considered as one of the crucial solutions to contribute to solving those issues. But children from multicultural families require separate curriculum and programs since they have different family backgrounds and environments and unique educational issues from common students. Thus this study set out to investigate the perceptions of teachers as to the teaching methods for children from multicultural families in an elementary school where those children attended in large numbers and to provide some basic data for the education of children from multicultural families.
For those purposes, the study proceeded in the following procedures; first, literature study was conducted to figure out the meanings of education for children from multicultural families as well as multicultural education and understand the reasons why the teachers should assume an important role in multicultural education. After reviewing the discussions about the methods of multicultural education, the investigator searched for proper methods to instruct children from multicultural families. And secondly, a survey was taken to examine elementary school teachers' perceptions of the scale of multicultural attitudes, multicultural efficacy, and actual instructional methods for children from multicultural families and their attitudes regarding the education of children from multicultural families.
The research findings can be summarized as follows:
First, the surveyed elementary school teachers mostly had a positive multicultural attitude. But they said there was a shortage of programs and training opportunities to improve their multicultural perceptions despite the apparent fact that in-service programs for multicultural education could be of huge help to them as they taught children from multicultural families.
Second, although their overall multicultural efficacy level was high, they lacked confidence in applying lecturing methods that would meet the needs of children from multicultural families or developing learning materials proper for a multicultural classroom.
Third, they replied that both the homeroom teacher and after-school teacher should teach children from multicultural families and that volunteers with a great interest and understanding of multicultural families should take charge of children from multicultural families. They preferred the combination of integration and separation between children from multicultural families and common children in teaching the former group. Their responses were about the same in percentage between establishing an identity and understanding other cultures right as for the goals of education. The teachers also cited cooperation with the parents, life instruction, and communication with children from multicultural families as the most difficult areas in teaching children from multicultural families in similar percentage. They said that learning assisted by helping friends and cooperative learning were the proper educational methods for children from multicultural families and that common students most needed an attitude to respect and accept multiculture for the sake of children from multicultural families. They pointed out that there should be administrative and financial supports to develop and distribute teaching and learning materials proper for children from multicultural families. And they felt a need to include self-respect programs in the special curriculum for children from multicultural families and to promote cases of multicultural teaching and learning to help the teachers change their related perceptions.
Fourth, those teachers who had taught children from multicultural families mentioned difficulties with cooperating with the parents and teaching the areas of learning instructions more than those who had not.
Fifth, those teachers who had taught children from multicultural families provided common students with multicultural education in high percentage. Meanwhile, those who had no such experience did in low percentage.
And sixth, the teachers showed a positive reaction as to whether they would willingly be the homeroom teacher for children from multicultural families, but a small proportion of them decided to participate as teachers devoted to those children. And a good number of them said they would take in-service training courses for those children.
Based on those conclusions, the following suggestions were made:
First, there should be more opportunities to provide common students with the education to promote their understanding of multiculture and the education related to the children from multicultural families.
Second, educational policies for children from multicultural families should be based on an accurate understanding of them and be fit for their situations.
Third, in-service training programs should be vitalized for multicultural education and education of children from multicultural families.
Fourth, diverse teaching and learning methods and learning materials should be developed and distributed in relation to multicultural education and the education of children from multicultural families.
And fifth, there should be ongoing research efforts to test and supplement teaching and learning methods and lecture cases that will be proper for children from multicultural families.
，韩语论文题目，韩语论文范文 |
