國立虎尾科技大學 |

Professional Development and Building Diversity Inclusive Educational Settings in South Korea : = An Innovation Study = 한국의 교사 교육 및 다양성 포용적 교육 환경 구축 : 혁신 모델 연구.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Professional Development and Building Diversity Inclusive Educational Settings in South Korea :/
其他題名:	An Innovation Study = 한국의 교사 교육 및 다양성 포용적 교육 환경 구축 : 혁신 모델 연구.
其他題名:	한국의 교사 교육 및 다양성 포용적 교육 환경 구축 :
作者:	Kim, Bo La.
面頁冊數:	1 online resource (251 pages)
附註:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9781088377765

Professional Development and Building Diversity Inclusive Educational Settings in South Korea : = An Innovation Study = 한국의 교사 교육 및 다양성 포용적 교육 환경 구축 : 혁신 모델 연구.
Kim, Bo La.

Professional Development and Building Diversity Inclusive Educational Settings in South Korea :An Innovation Study = 한국의 교사 교육 및 다양성 포용적 교육 환경 구축 : 혁신 모델 연구.한국의 교사 교육 및 다양성 포용적 교육 환경 구축 :혁신 모델 연구. - 1 online resource (251 pages)

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ed.D.)--University of Southern California, 2019.

Includes bibliographical references

This study examined middle school teachers' knowledge and motivation implementing multicultural education curriculums in practice, and teaching and supporting low achieving multiethnic students by utilizing Clark and Estes's (2008) knowledge, motivation, and organizational (KMO) gap analysis framework. The stakeholder group of this research was teachers from two multicultural education-centered middle schools in Seoul, South Korea. This study adopted a mixed method model using document analysis, a survey, and interviews. The analysis of data from this mixed method study validated that there were two gaps each from KMO influences among middle school teachers' knowledge and skills, motivation, and organizational contexts that led to three recommendation solutions with two prerequisites. The first prerequisite is that the terminologies should be classified with more detailed definitions and characterizations to provide proper support for each group of multiethnic students. Second, multiethnic students should receive certain levels of education and proficiency evaluation using the Korean language before attending secondary education systems. Recommendations include revising current teacher training programs by making them mandatory long-term inter-related, providing professional development for teachers with audio-visual materials, and creating unit school level rewards and recognition for individual teachers to draw more attention to share culture among teachers. The research concludes with evaluation frameworks for monitoring the effectiveness of the proposed recommendations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781088377765Subjects--Topical Terms:

1107727
Education policy.
Subjects--Index Terms:

DiversityIndex Terms--Genre/Form:

554714
Electronic books.

Professional Development and Building Diversity Inclusive Educational Settings in South Korea : = An Innovation Study = 한국의 교사 교육 및 다양성 포용적 교육 환경 구축 : 혁신 모델 연구.
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500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Freking, Frederick.
502 $a Thesis (Ed.D.)--University of Southern California, 2019.
504 $a Includes bibliographical references
520 $a This study examined middle school teachers' knowledge and motivation implementing multicultural education curriculums in practice, and teaching and supporting low achieving multiethnic students by utilizing Clark and Estes's (2008) knowledge, motivation, and organizational (KMO) gap analysis framework. The stakeholder group of this research was teachers from two multicultural education-centered middle schools in Seoul, South Korea. This study adopted a mixed method model using document analysis, a survey, and interviews. The analysis of data from this mixed method study validated that there were two gaps each from KMO influences among middle school teachers' knowledge and skills, motivation, and organizational contexts that led to three recommendation solutions with two prerequisites. The first prerequisite is that the terminologies should be classified with more detailed definitions and characterizations to provide proper support for each group of multiethnic students. Second, multiethnic students should receive certain levels of education and proficiency evaluation using the Korean language before attending secondary education systems. Recommendations include revising current teacher training programs by making them mandatory long-term inter-related, providing professional development for teachers with audio-visual materials, and creating unit school level rewards and recognition for individual teachers to draw more attention to share culture among teachers. The research concludes with evaluation frameworks for monitoring the effectiveness of the proposed recommendations.
520 $a 본 연구는 중등 교육 현장에서 다문화 교육 커리큘럼의 도입과 학습부진 다문화 학생을 가르치고 지원하기 위한 중학교 교사의 지식과 동기를 Clark and Estes (2008)의 지식(knowledge), 동기 (motivation), 기관적 (organizational) (KMO) 갭 분석 체계를 활용하여 분석하였다. 본 연구의 대상은 대한민국 서울에 있는 2 개의 다문화 중점 중학교 교사들이다. 이 연구는 문서 분석, 설문 조사 및 인터뷰를 사용하는 혼합적 연구 방법을 채택하였다. 이 혼합적 연구 방법의 데이터 분석은 중학교 교사의 지식 및 숙련도, 동기, 조직 상황에 따른 각각 2 가지 KMO 요인이 존재한다는 것을 입증하여, 두 가지 전제 조건을 갖춘 세 가지 정책적 제언을 이끌어 내었다. 첫 번째 전제 조건은 다문화 학생들의 각 그룹에 대한 적절한 지원을 제공하기 위해 다문화 학생의 범주를 보다 상세한 정의와 특성으로 분류해야 한다는 것이다. 두 번째 전제 조건은 다문화 학생들이 중고등 학교에 입학하기 전에 일정 수준의 한국어 교육 및 한국어 숙련도 평가를 받아야 한다는 것이다. 정책적 제언에서는 첫 번째로 현재 교사 연수 프로그램을 장기간에 걸친 상호 연계된 필수 프로그램으로 개발해야 한다는 것과 두 번째로 시청각 자료를 전문적으로 개발하여 현장 교사들에게 제공하는 것, 마지막으로 개별 학교 교사들에게 교사 간의 공유 및 교류에 더 많은 관심을 기울일 수 있는 단위 학교 수준의 보상 및 표창 등을 수여 할 것 등을 권고한다. 이 연구는 정책적 제언의 효과를 모니터링하기 위한 평가 체계로 마무리된다.
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538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Asian studies. $3 1179577
650 4 $a Teacher education. $3 1148451
653 $a Diversity
653 $a Equity in education
653 $a Multicultural education
653 $a Professional development
653 $a South Korea
653 $a Teacher training
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a University of Southern California. $b Education. $3 1188157
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