• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.63-83
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• 2015

The purpose of this study was to examine the multicultural sensitivity of early childhood teachers, their perception on the purpose of multicultural education and any possible differences in those regards according to their background variables in an effort to determine the influence of the multicultural sensitivity of early childhood teachers and their perception on the purpose of multiculitural education on multicultural sensitivity, as the two variables were closely bound up with multicultural teaching efficacy. The subjects in this study were 283 selected early childhood teachers. The findings of the study were as follows: First, as for perception on the purpose of multicultural education, caring-centered perception was most common among the early childhood teachers, and their scores in multicultural sensitivity were a little above average. Second, there were significant differences among the teachers in multicultural sensitivity and perception on the purpose of multicultural education according to career, age and academic credential. Third, multicultural sensitivity and four perceptions on the purpose of multicultural education had a significant positive correlation with multicultural teaching efficacy. Multicultural sensitivity exerted the largest influence on multicultural teaching efficacy. Among the four perceptions of the purpose of multicultural education, caring-centered perception and social action-centered one turned out to have an impact on the subvariables of multicultural teaching efficacy. This study will provide basic information to prepare some solutions that enforce ealry childhood teachers' mulitucultutral education ability by improving their multicultural teaching efficacy.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.83-100
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• 2014

This study aims to explore the relationships between preschool teachers' beliefs about the purpose of multicultural education and their attitudes and teaching efficacy with respect to multicultural education. For this purpose, 296 teachers, who were working at kindergartens and daycare centers, were chosen for this study and the survey method was used to collect data. The TMAS (Teacher Multicultural Attitude Survey), Multicultural Teaching Efficacy Scale, and teachers' belief about the purpose of multicultural education were used to evaluate teachers' multicultural-related variables. To analyze the data, frequency measurements, percentile, one-way ANOVA, and Pearson's product moment correlation coefficient were used. Through this study, these findings were found: 1) Teachers most perceive human relations as the purpose of multicultural education. 2) There is no relationship between the belief in multicultural education and the attitudes and teaching efficacy with respect to multicultural education. However, The attitudes about multicultural curriculum show meaningful differences, depending on the teachers' beliefs about the purpose of multicultural education. 3) The attitudes and teaching efficacy with respect to multicultural education are strongly related to each other. These findings are discussed with respect to the necessity of multicultural education curriculum development for preschool teachers.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.485-494
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• 2013

In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.79-107
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• 2013

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.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.47-74
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• 2023

The purpose of this study was to develop a music teacher training program for global citizenship education and explore its effects on the participants' capacity for global citizenship. The program focused on multicultural education, including diversity and tolerance, among various topics in global citizenship education and consisted of practice to develop lesson plans for middle school music classes as well as theory about music in diverse sociocultural environments. The results showed that this program positively affected the participants' attitudes about a music teacher's role in the multicultural classroom. This program enabled participants to identify and reflect on any prejudice they may have against diversity and multiculturalism and to consider the role of music teachers in multicultural learning environments. The program also helped the participants develop greater self-efficacy as music teachers in multicultural environments and see music as a symbolic expression and a social and cultural product. Finally, the participants showed their positive attitude toward transformative pedagogy and considered various topics in global citizenship education beyond diversity and multiculturalism through multilateral understanding and exploration about music based on theory and practice in global citizenship education.

• The Mathematical Education
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• v.52 no.2
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• pp.231-245
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• 2013

MTEBI는 미국에서 초등 예비 교사들의 수학 교수 효능감을 측정하는데 자주 이용되는 척도이다. 이 연구의 목적은 MTEBI를 한국의 중등 예비 교사들에게 사용하는 것이 적합한지를 탐색하는 것이었다. 이를 위하여, 미국에 있는 대학원에 다니며 영어와 국어 둘 다 말할 수 있는 박사 학생 두 명이 MTEBI를 브리슬린의 이론대로 국문으로 번역하였고, 그 뒤에 한국에 있는 다수의 수학 교사 교육자들이 번역된 척도를 면밀하게 검토하였다. 한글판 척도를 먼저 작은 표본에서 초벌 실험하였는데, 두 개 문항이 도구의 신뢰도와 타당도를 현저하게 떨어뜨렸다. 본 연구에서는 이 두 개의 유용하지 못한 문항을 대신할 두 개 문항을 더한 23개 문항으로 구성된 척도에 대하여 정규성, 신뢰도, 요인 타당도 등을 658명의 표본에서 검사하였다. 초벌 연구에서 발견된 두 개의 유효하지 않는 문항은 본 연구에서도 역시 그와 같아서, 그 두 문항은 척도에서 제거되었다. 최종적으로 얻어진 21 문항 척도는 한국의 예비 수학 교사들의 수학 교수 효능감을 측정하는데 적합한 척도이다. 앞으로, MTEBI 한글판을 이용하여 한국에서 교사 효능감에 대한 연구가 활발하게 일어나기를 기대한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.221-230
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• 2017

This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.

• The Mathematical Education
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• v.52 no.3
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• pp.379-398
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• 2013

The purpose of this research is to study a perception of multicultural education for preservice teachers who major in mathematics. The research has been done on the data collected from 126 preservice teachers in Gangwon-do who major in mathematics. The data collected include experience of multiculturalism, multicultural efficacy, multicultural understanding and multicultural sensitivity. The data have been analyzed by reliability test, t-test, one-way anova and pearson correlation. Most of preservice teachers who major in mathematics have had no experience of multiple cultures. But they have shown a high perception on multicultural education and a significant positive correlation on their experience of multiculturalism, multicultural efficacy and multicultural sensitivity. Furthermore, the female preservice teachers' multicultural efficacy, multicultural understanding and multicultural sensitivity are much more high than the male preservice teachers'. The difference between different sex has been statistically significant.

• Human Ecology Research
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• v.53 no.5
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• pp.557-566
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• 2015

This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver. 18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multi-culture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multi-culture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships.