Korean Journal of Childcare and Education (한국보육지원학회지)

Korean Association of ChildCare & Educatioin (한국보육지원학회)
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The Relations among the Experiences and Beliefs of Cultural Diversity, and the Culturally Responsive Teaching Efficacy of American Early Childhood Preservice Teachers : Mediating Effect of the Beliefs and Multi-group Analysis of Teacher Education Stages

미국 예비 유아교사의 문화다양성 경험과 신념 및 문화반응적 교수효능감간의 관계 : 문화다양성 신념의 매개효과와 교사교육 단계간 다집단 분석

  • 천희영 (고신대학교 아동복지학과) ;
  • Received : 2013.06.14
  • Accepted : 2013.10.17
  • Published : 2013.10.31
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Abstract

The purpose of this study purpose was to analyze the structural model of variables such as experiences and personal- and professional- beliefs of cultural diversity, and the culturally responsive teaching efficacy of early childhood preservice teachers including identifying the beliefs as mediating variables. Another purpose was finding the different structural relations among the research variables according to the stages of a teacher education program. The participants were 273 students who enrolled in K grade teacher education programs in the southwest areas of the U.S. The research variables were measured with the items used by Schroeder (2008), Pohan and Aguilar (2001), and Siwatu (2007). The structural equation model analysis showed that the direct effects were found between the paths from the cultural diversity experiences and personal beliefs to the culturally responsive teaching efficacy, from the experiences to personal beliefs, from the personal to professional beliefs. The personal beliefs were identified as a mediator of the path from the experiences to professional beliefs. By multi-group analysis, the path from professional beliefs to the culturally teaching efficacy showed a meaningful difference between the initial and final stage groups of a teacher education program. Suggestions for future research and early childhood teacher education programs were presented based on the results.

본 연구는 미국의 예비 유아교사를 대상으로 문화다양성 경험, 문화다양성 신념 및 문화반응적 교수효능감간의 구조적 관계를 분석하고 문화다양성 신념의 매개효과를 확인하며, 그러한 관계가 교사교육의 단계에 따라 차이가 있는지를 분석하는데 연구목적을 두었다. 연구대상은 미국 남서부 5개 대학의 K학년 교사 양성과정에 재학 중인 예비 유아교사 273명이었다. 문화다양성 경험은 Schroeder(2008), 문화다양성 신념은 Pohan과 Aguilar(2001), 문화반응적 교수효능감은 Siwatu(2007)의 연구에서 사용된 일부 문항들로써 측정되었다. 구조방정식모형분석을 한 결과, 직접효과로서 문화다양성 경험이 많을수록, 직업 신념 수준이 높을수록 문화반응적 교수효능감이 높아지고, 긍정적인 문화다양성의 경험이 많을수록 개인 신념의 수준이 높아지며, 개인 신념의 수준이 높을수록 직업 신념의 수준이 높아지는 것으로 나타났다. 또한 문화다양성 경험은 개인 신념을 매개로 직업 신념에 간접 영향을 주는 것으로 나타났다. 다중집단분석 결과, 교사교육 단계에 따라서는 직업 신념과 교수효능감간 경로계수가 유의한 차이를 보였다. 이러한 결과를 바탕으로 예비 유아교사를 위한 교사교육에서의 방안들을 제언하였다.

Keywords

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