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¹ßÇàÇÐȸ : Çѱ¹´Ù¹®È­±³À°ÇÐȸ [The Korean Association for Multicultural Education]
¹ßÇàÁ¤º¸ : ´Ù¹®È­±³À°¿¬±¸ Á¦ 6±Ç 3È£ pp.131-156(26 pages)
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ÀÌÇظ¦ ³ôÀÏ ¸ñÀûÀ¸·Î ±³À°´ëÇаú »ç¹ü´ëÇп¡ ´Ù¹®È­±³À° °­Á¸¦ Áö¿øÇÏ´Â »ç¾÷À» ¼öÇàÇØ¿À°í ÀÖ´Ù. 4³â° Á¢¾îµå´Â ÀÌ »ç¾÷ÀÇ ¼º°ú¸¦ ÃøÁ¤ÇÒ ÇÊ¿ä°¡ ÀÖÀ¸³ª ¾ÆÁ÷ Ç¥ÁØÈ­µÈ ¹æ¹ýÀ¸·Î ÃøÁ¤µÈ ¹Ù°¡ ¾ø´Ù. ´Ù¹®È­±³À° °­Á Áö¿ø »ç¾÷ÀÇ ¼º°ú¸¦ ÃøÁ¤Çϱâ À§ÇÑ ¹æ¹ýÀ¸·Î °­ÁÂÀÇ ¼ö°­»ýµéÀÌ ´Ù¹®È­¿¡ ´ëÇØ ¾ó¸¶³ª ÀÌÇØÇÏ°í ¹Þ¾ÆµéÀÌ´ÂÁö¸¦ ÆľÇÇØ º¼ ¼ö ÀÖ°í||| ÀÌ´Â ¼ö°­»ýµéÀÇ ´Ù¹®È­ °¨¼ö¼ºÀ» ÃøÁ¤ÇØ º½À¸·Î½á °¡´ÉÇÏ´Ù. ÀÌ ¿¬±¸´Â ´Ù¹®È­±³À°°­Á¸¦ ¼ö°­ÇÏ´Â ¿¹ºñ±³»çµéÀ» ´ë»óÀ¸·Î ÇÏ´Â ´Ù¹®È­°¨¼ö¼º ÃøÁ¤ µµ±¸¸¦ °³¹ßÇÏ´Â °ÍÀ» ¸ñÀûÀ¸·ÎÇÏ¿´´Ù. ¿¬±¸ÀÇ °á°ú´Â ´ÙÀ½°ú °°´Ù. ù°||| ¿©·¯ ÇÐÀڵ鿡 ÀÇÇØ °³¹ßµÈ ´Ù¹®È­°¨¼ö¼º ÃøÁ¤ µµ±¸´Â °¢ÀÚ Æ¯ÀåÁ¡À» °®°í ÀÖÀ¸³ª ´Ù¹®È­±³À° °­ÁÂÀÇ Æ¯¼ºÀ» ¹Ý¿µÇÏ´Â ´Ù¹®È­Àû °¨¼ö¼ºÀ» ÃøÁ¤Çϱ⿡´Â ÀûÇÕÇÏÁö ¾Ê¾Æ ´Ù¹®È­°¨¼ö¼º ÃøÁ¤ µµ±¸¸¦ »õ·Ó°Ô °³¹ßÇÒ Çʿ伺ÀÌ ¹ß°ßµÇ¾ú´Ù. µÑ°||| ¼±Çà ¿¬±¸¸¦ ±âÃÊ·Î ¿¹ºñ ¹®Ç×À» ÃßÃâÇÏ¿© ±¸¼ºÇÑ ¿¹ºñ °Ë»çµµ±¸¸¦ ÀÌ¿ëÇÏ¿© ¿¹ºñ °Ë»ç¸¦ ÇÑ °á°ú 6°³ ¿µ¿ª||| 34°³¹®Ç×À¸·Î ±¸¼ºµÈ 1Â÷ º» °Ë»ç µµ±¸¸¦ °³¹ßÇÏ¿´´Ù. ¼Â°||| 1Â÷ º»°Ë»ç µµ±¸¸¦ ÀÌ¿ëÇÏ¿© ±³´ë¿Í »ç¹ü´ë¿¡ ÀçÇÐÁßÀÎ 523¸íÀÇ ÇлýÀ» ´ë»óÀ¸·Î Á¶»ç¸¦ ¼öÇàÇÏ¿© ±× °á°ú¸¦ ±âÃÊ·Î 6°³ ¿µ¿ª||| 24°³ ¹®Ç×À¸·Î±¸¼ºµÈ ´Ù¹®È­°¨¼ö¼º ôµµ ÃʾÈÀ» ¿Ï¼ºÇÏ¿´´Ù. ³Ý°||| ´Ù¹®È­°¨¼ö¼º ôµµ Ãʾȿ¡ ´ëÇØ ´Ù¹®È­±³À° Àü¹®°¡ 3ÀÎÀÌ 2Â÷·Ê °ËÅ並 ÇÏ¿´°í||| À̵éÀÌ Á¦½ÃÇÑ °ËÅä ÀÇ°ß¿¡ µû¶ó ôµµ ÃʾÈÀ» ¼öÁ¤ ¹× º¸¿ÏÇÏ¿© 6°³ ¿µ¿ª||| 25°³ ¹®Ç×À¸·Î ±¸¼ºµÈ ´Ù¹®È­°¨¼ö¼º ôµµ¸¦ ¿Ï¼ºÇÏ¿´´Ù.

The program supporting ¡®multi
cultural education¡¯ course has been performed by the National ResearchFoundation of Korea from 2010||| what aims for enhancing the multicultural understanding of pre-serviceteachers in national universities of education and colleges of education. It is required to measure theresult of this four-year-old program||| but it has not been surveyed using a standardized method yet. Weneed to find how well students attending the ¡®multicultural education¡¯ course understand and acceptmulticulture to measure the result of the program supporting ¡®multicultural education¡¯ course. This studyaims to develop the scale for measuring the multicultural sensitivity of pre-service teachers attendingmulticultural education class. These are the results of this study. First||| multicultural sensitivity scalesdeveloped by several scholars have unique features each||| but they are not very well matched formeasuring the multicultural sensitivity reflecting the features of the ¡®multicultural education¡¯ course. Thusit is needed to develop the new multicultural sensitivity scale. Second||| a preliminary scale was made upon the basis of leading researches||| and the preliminary test was conducted using this scale. Thus||| firstmain scale consisted of six factors||| 34 items were developed. Third||| main survey using this scale wasconducted about 523 students attending a university of education and a college of education. A draftmulticultural sensitivity scale consisted of six factors||| 24 items was composed on the basis of the resultof the survey. Fourth||| the draft multicultural sensitivity scale was reviewed two times by threemulticultural education experts||| and it was modified and supplemented according to the reviews||| and thefinal multicultural sensitivity scale consisted of six factors||| 25 items was developed.   (ÀÌÇÏ »ý·«)

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