This study focuses on how to approach general and special multicultural students in multicultural society and how multicultural education should be practiced in special education. The purpose of this study is to analyze the relationship among multicultural acceptance, multicultural education capabil...
This study focuses on how to approach general and special multicultural students in multicultural society and how multicultural education should be practiced in special education. The purpose of this study is to analyze the relationship among multicultural acceptance, multicultural education capabilities and multicultural education practice in order to enhance the effectiveness of multicultural education.
In particular, the study analyzed the effects of multicultural personal characteristics, multicultural acceptance, and multicultural education on the practice of multicultural education for general teachers and special teachers in terms of integrated education. The following research questions were set up.
First, what is the difference in perception of multicultural culture, multicultural education capabilities, and multicultural educational practice according to the demographic characteristics of teachers?
Second, what is the link among multicultural personal characteristics, multicultural acceptance, multicultural education and multicultural teaching practices?
Third, What are the relative influences of multicultural personal characteristics, multicultural acceptance, and multicultural education capabilities on multicultural education practices? Does the influence differ between general and special education teachers?
In order to solve the research questions, the study conducted a quantitative study of the survey. A total of 600 students from elementary and secondary schools located in Gyeongsangnamdo, 200 general teachers and 200 special teachers were selected as subjects for study.
Especially, teachers who have experience of multicultural education or multicultural education among the general teachers and the special teachers were selected. The questionnaires were distributed and collected. 130 papers from elementary schools, 124 papers from middle schools and 163 papers from high schools were collected. A toal of 417 papers were used as basic data of analysis.
Based on the survey results collected from the questionnaire, the results of the study are summarized below.
First, general and special education teachers' multicultural acceptance, multicultural education capabilities, and multicultural education practice level were found normal.
The more multicultural education experience and multicultural education training, the more teachers highly perceived multicultural acceptance. Elementary school teachers recognized multicultural acceptance highly more than middle school and high school teachers.
Second, it is found that there is a significant relationship between multicultural personal characteristics and multicultural acceptance. It is found that the general teachers have a significant relationship among multicultural children education experience, multicultural education training and multicultural acceptance. On the other side, special teachers have a significant relationship between multicultural children education, presence of multicultural families in the surroundings and multicultural acceptance.
While there are differences in the degree of commonality between genearl teachers and special teachers, diversity, universality, and relationships among multicultural acceptance have demonstrated significant relevance to multicultural education capabilities and multicultural education practices.
In addition, both genearl teachers and special teachers have significant relations between the awareness, knowledge, skills of multicultural education capabilities and multicultural education practices.
Third, teachers’ multicultural education practices are explained as awareness, knowledge, skills of multicultural education capabilities, multicultural children guidance experience, multicultural education training, presence of multicultural families in the surroundings, diversity of multicultural acceptance, relations and universality in order. Although the relative influence of the research variables on the practice of multicultural education had more or less differences between general and special teachers, multicultural education capacity factors were suggested as the best explanatory variables for multicultural.
This study focuses on how to approach general and special multicultural students in multicultural society and how multicultural education should be practiced in special education. The purpose of this study is to analyze the relationship among multicultural acceptance, multicultural education capabilities and multicultural education practice in order to enhance the effectiveness of multicultural education.
In particular, the study analyzed the effects of multicultural personal characteristics, multicultural acceptance, and multicultural education on the practice of multicultural education for general teachers and special teachers in terms of integrated education. The following research questions were set up.
First, what is the difference in perception of multicultural culture, multicultural education capabilities, and multicultural educational practice according to the demographic characteristics of teachers?
Second, what is the link among multicultural personal characteristics, multicultural acceptance, multicultural education and multicultural teaching practices?
Third, What are the relative influences of multicultural personal characteristics, multicultural acceptance, and multicultural education capabilities on multicultural education practices? Does the influence differ between general and special education teachers?
In order to solve the research questions, the study conducted a quantitative study of the survey. A total of 600 students from elementary and secondary schools located in Gyeongsangnamdo, 200 general teachers and 200 special teachers were selected as subjects for study.
Especially, teachers who have experience of multicultural education or multicultural education among the general teachers and the special teachers were selected. The questionnaires were distributed and collected. 130 papers from elementary schools, 124 papers from middle schools and 163 papers from high schools were collected. A toal of 417 papers were used as basic data of analysis.
Based on the survey results collected from the questionnaire, the results of the study are summarized below.
First, general and special education teachers' multicultural acceptance, multicultural education capabilities, and multicultural education practice level were found normal.
The more multicultural education experience and multicultural education training, the more teachers highly perceived multicultural acceptance. Elementary school teachers recognized multicultural acceptance highly more than middle school and high school teachers.
Second, it is found that there is a significant relationship between multicultural personal characteristics and multicultural acceptance. It is found that the general teachers have a significant relationship among multicultural children education experience, multicultural education training and multicultural acceptance. On the other side, special teachers have a significant relationship between multicultural children education, presence of multicultural families in the surroundings and multicultural acceptance.
While there are differences in the degree of commonality between genearl teachers and special teachers, diversity, universality, and relationships among multicultural acceptance have demonstrated significant relevance to multicultural education capabilities and multicultural education practices.
In addition, both genearl teachers and special teachers have significant relations between the awareness, knowledge, skills of multicultural education capabilities and multicultural education practices.
Third, teachers’ multicultural education practices are explained as awareness, knowledge, skills of multicultural education capabilities, multicultural children guidance experience, multicultural education training, presence of multicultural families in the surroundings, diversity of multicultural acceptance, relations and universality in order. Although the relative influence of the research variables on the practice of multicultural education had more or less differences between general and special teachers, multicultural education capacity factors were suggested as the best explanatory variables for multicultural.
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