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The current orientation embedded in understanding of early childhood teacher"s knowledge and teachers" development has been deeply rooted in instrumental in which teacher"s technical knowledge for improving effective teaching-learing skill was centered. The knowledge and learning of teacher"s were c...

The current orientation embedded in understanding of early childhood teacher"s knowledge and teachers" development has been deeply rooted in instrumental in which teacher"s technical knowledge for improving effective teaching-learing skill was centered. The knowledge and learning of teacher"s were categorized as instrumental knowledge and learning by Mezirow who proposed ‘transformative learning theory’, an adult learning theory. The notion of Mezirow"s theory of transformative learning provides a viable conceptual framework to accelerate the discussion about Korean early childhood teacher"s learning with fundamentally different perspective. Recent increment of multicultural families in Korea create the societal demand for practicing multicultural education for young children. In order to heighten the level of the multicultural educational practice, it is indispensible to rethink the orientation of current early childhood teacher education which has been heavily emphasized on the instrumental. Due to the orientation, it is assumed that the current Korean multicultural educational practice is remained ‘tourist approach’. Therefore, this study attempts theoretical analysis of the conceptual comparability between transformative learning theory and multicultural educational theory in terms of approaches and objectives in multicultural education suggested by James Banks. Throughout the analysis, it is expected that what Korean earl childhood teacher education needs for enhancing current korean multicultural educational practice could be drawn In findings, the current Korean ECMCE practice was limited in either anniversary or additive approach due to the instrumental orientation of Korean EC teacher education, training program, and supervision. Therefore transcending the current instrumental orientation by adopting and focusing on communicative or emancipatory learning of early childhood teacher was discussed based on the theoretical analysis of the conceptual comparability between two theories. It was also asked to develop early childhood teacher education program in accordance to emerging theoretical view to teacher as an adult learner.

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