• The Journal of Learner-Centered Curriculum and Instruction (JLCCI)
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• v.18 no.4
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• pp.201-223
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• 2018

The need for cultural diversity education is increasing due to the increase in awareness and importance of cultural diversity education in the current education field in the era of globalization. The purpose of this study is to apply knowledge, understanding, attitude and ability to perform cultural diversity education to storytelling for teachers who are responsible for cultural diversity education in Shandong Y middle school in China by applying in - depth interview method I tried to understand their experiences and the actual situation of the school scene and tried to suggest the direction of correct cultural diversity education. As a result, we conducted a systematic study on cultural diversity in terms of academic competency, and an abstract attitude that accommodates cultural diversity in reflective instruction, and a cultural diversity in practical teaching ability. Therefore, the cultural diversity education of middle school teachers are well understood or the attitudes toward the cultural diversity education and such perception are free from diverse work areas, teaching experience, and cultural diversity education. In addition, the degree of implementation of culture diversity education was relatively lower than the level of awareness. And although many teachers provide culture diversity education on the site, they usually provide cultural diversity education in schools with learning activities presented by the curriculum guidelines. In this paper, we describe the limitations and discuss the improvement method.

• School Mathematics
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• v.12 no.4
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• pp.639-665
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• 2010

The purpose of this research is to seek for principles and methods of multicultural mathematics teacher education. It began with an overview of theories of multicultural education and of multicultural teacher education in order to address the questions of what is the goal of multicultural education and what constitutes the competence of multicultural teachers. Then, cases of multicultural mathematics teacher education were reviewed. Based on that, this research identified three domains of teacher competence: domains of affect, of cognition, and of behavior. This paper also presented what constitutes each domains of competence and how to promote the development of each type of teachers' multicultural competence. This paper discussed implications to multicultural teacher education in Korean society.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.417-426
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• 2018

This study aims to figure out what kind of competences Chinese teachers need when teaching foreigners Chinese and if there is a difference between the importance degree they cognise and the practical level they keep, which could help to indicate improving directions of teachers' cultivation and training. To achieve this purpose, we chose 56 in-service Chinese teachers in Q City, Shandong Province, China as the subject of investigation. As results of this study, about the importance degree of competences of teaching foreigners Chinese, the average score is pretty high, which could assure the competences Chinese teachers need, but as for practical level, the average score is relatively low, which could help to assure the improving directions. In conclusion, competences of teaching foreigners can be divided into knowledge, skill and attitude. To improve the practical level of Chinese teachers, it's necessary to attach more importance to Chinese culture, methods of language education, cross-cultural adaptation, research on teaching and so on in Chinese teachers' cultivation and training programs.

• 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.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.227-251
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• 2014

In this study, we explored the preliminary model of multicultural mathematics teacher education to foster mathematics teachers' multicultural competencies. For the purpose, we investigated the multicultural competency of mathematics teachers with a survey questionnaire. We also interviewed mathematics teachers to analyze mathematics teachers' need of teacher education for multicultural mathematics education. In addition to the survey and the interview, we conducted a review of literatures to identify the principles, goals, contents, and methods for multicultural mathematics teacher education. In this research, we have identified 4 principles for multicultural mathematics teacher education: mathematics as culture, respecting diversity and equity, and identity. Under the principles, we presented 6 educational goals of teacher education for multicultural mathematics education. We chose the contents and the methods to promote the multicultural competency of mathematics teachers suitable for educational situation of Korean school. We integrated the principles, goals, contents and methods to design multicultural mathematics teacher education program for in-service teachers. Finally, we discussed the features and benefits of the preliminary model based on situational analysis for multicultural mathematics teacher education. We proposed that follow-up study is necessary to investigate the effect of the model for the future development of multicultural mathematics teacher education model.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.53-61
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• 2019

Recently, there are various reports on the case of using an Online Judge(OJ) system that enables students to develop problem solving abilities based on algorithms and programming. If informatics teachers and prospective informatics teachers have the ability to build and operate these systems for their school and students, they will be equipped with powerful instructional competencies related to computational thinking and problem solving ability. Therefore, this paper studied how to build and customize HUSTOJ-based open source online judge systems for school informatics education, and suggested the direction to apply it effectively at the school.

• Proceedings of The KACE
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• 2018.01a
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• pp.111-114
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• 2018

4차 산업혁명의 특징 중 하나는 생산과 소비의 결합이다. 이제는 소비자가 직접 구매할 물건의 생산에 관여하고, 직접 필요한 물건을 생산한다. 이는 다양한 제작도구들이 보편화되면서 가능해졌다. 이런 흐름으로 세계적으로 메이커 운동, 메이커 교육이 주목받고 있다. 메이커들은 실생활의 문제를 해결하기 위해 창의적인 문제해결 방법을 활용하여 무언가를 만들고 공유한다. 이런 공유문화는 메이커들의 축제인 메이커 페어에서 쉽게 확인할 수 있다. 창의적인 메이커를 교육을 통해 길러내야 될 필요성을 공감하고 있으며, 메이커 교육을 학교 현장에 적용하기 위한 방법으로는 디자인 사고가 있다. 디자인 사고 프로세스는 실제 제품을 사용할 소비자에게 공감하여 이해한 뒤, 다양한 대안을 찾는 확산적 사고, 주어진 상황에서 최선의 방법을 찾는 수렴적 사고의 반복을 통해 결과물을 도출하는 창의적 문제해결 방법이다. 현재 온라인과 오프라인 상에서 다양한 메이커 교육이 이뤄지고 있다. 이를 학교에 도입하여 학생들을 가르치기 위해서는 교사의 역량이 중요하다. 아무리 좋은 교육이라도 교사들이 모른다면 학생들을 가르칠 수 없기 때문에 메이커 교육을 학교 현장에 투입하기 위해서는 메이커 교육을 위한 교사 연수 프로그램 개발이 필요하다. 따라서 본 연구에서는 디자인 사고 기반 메이커교육을 위한 초등교사 연수프로그램을 개발하고자 한다.

• Child Health Nursing Research
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• v.25 no.2
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• pp.214-222
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• 2019

Purpose: This study examined the mediating and moderating effects of multicultural efficacy in the relationship between cultural empathy and cultural competence in child care teachers. Methods: A cross-sectional descriptive survey design was used. The participants were 277 child care teachers at private and public daycare centers in G and S districts of Seoul. The survey instruments included a cultural empathy questionnaire, a multicultural efficacy scale, and a cultural competence scale. Data were analyzed using the SPSS and AMOS programs. For data analysis, descriptive statistics, correlation, and mediating and moderating effect analyses were performed. Bootstrapping was implemented to verify the mediating effect of the model developed herein. Results: Positive correlations among cultural empathy, multicultural efficacy, and cultural competence were noted. Multicultural efficacy showed a significant mediating effect on the relationships between cultural empathy and cultural competence. However, there was no moderating effect. Conclusion: In order to enhance the cultural competence of child care teachers, it is necessary to develop a strategy that can promote their cultural empathy and multicultural efficacy. Furthermore, these results will ultimately enhance the role of child care teachers, thus contributing to the normal growth and development of multicultural children.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.189-210
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• 2015

This study's aim was to find a patterns of network dynamics focused on multicultural education contents within the teacher's guide books which are based on national kindergarten curriculum. It was analysed that the 43 guidebooks(2009 Educational activities and materials guidebooks for kindergarten, 11 and the Nuri curriculum teacher guidebooks for the age of 3-5, 32) were analysed using the UCINET 6 program with multicultural education contents frameworks. The findings were as follows: First, multicultural contents' density is connected to life theme of the Nuri curriculum was higher than the 2009 kindergarten curriculum. And life theme with high connectivity was 'I and my family' in the 2009 kindergarten curriculum and 'animals, plants and nature'(3 years old), 'kindergarten and friends' & 'I and my family'(4-5 years old) in the Nuri curriculum. Second, the highest connection content was 'having interests in culture' & 'knowing similarities and differences' in the 2009 kindergarten curriculum, and 'having interests in culture' & 'promoting a sense of community' in the Nuri curriculum. Finally, multicultural education for young children according to the national educational curriculum transition was changed from 'identity' to 'interaction and cooperation'. It means that the Nuri curriculum is more focused on international knowledges and competencies as a world citizen. It suggests the directions for multicultural education for young children in the future.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.813-817
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• 2022

The purpose of the study was to suggest how and what human rights education goes with civil democracy education. Analysis of civil democracy education contents in the 2022 revised general education curriculum draft and that of the 2030 OECD Education project have been performed to find out what contents are necessarily included. Results are as follows: Firstly, human rights education needs to be adopted as an independent subject to be delivered with detailed and organized information. Secondly, actual experiences in diverse curricular and extracurricular activities need to be provided. Thirdly, a human rights-friendly atmosphere needs to be established to update teachers' perception and upgrade competency regarding human rights education. Lastly, it is expected that these activities facilitate adoption of human rights education curriculum into 2022 general education.