The effects of pre-service teacher education experience on teachers’ preparedness and efficacy for multicultural education: Evidence from TALIS 2018

Hara, Ku; Mo, Kyung-Hwan

doi:10.14328/mes.2019.9.30.91

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“…또한 전문성 개발 활동 필요성 인식 수준이 다소 높게 나타나고 있으며 특히 다문화•다언어 환경에서의 수업 전 문성 개발 필요성에 대한 인식 수준이 14.5%로 높게 나타났다(Lee et al, 2019). 이는 다문화교 육 전문성 개발 활동이 실제적인 전문성 향상으 로 이어지지 못할 가능성을 시사하며 다문화교 사교육이 교과 교수 전략 관련 역량을 포함하여 다문화적 이슈에 대한 교사의 실천적 지식과 전 문성을 함양할 수 있는 방향으로 개선될 필요성 을 제기한다(Ku & Mo, 2019;Lee et al, 2019;OECD, 2019). 이와 같이 수학교사를 위한 다문 고등학교 수학교사 4명으로 총 14명이었 으며 모두 여성이었다.…”

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An Analysis of Teachers’ Pedagogical Design Capacity for Multicultural Mathematics Education

Song,

2021

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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This research aims to investigate the teachers' pedagogical design capacity for multicultural mathematics education. For the purpose, we collected teaching plans developed by inservice teachers who registered in a multicultural mathematics teacher education course of graduate level. The analysis focused on how the teachers reorganized mathematical contents and adapted instructional strategies in order to achieve the instructional goals. The analysis shows that the teachers applied the 'Principle of Equity' most frequently compared to other principles of multicultural mathematics education. This means that it is necessary to provide teacher education programs to enhance teachers' understanding of ethnomathematics and to develop PCK to reorganize curricula contents by integrating ethnomathematics. Second, it was observed that the teachers experienced difficulty in adapting the levels of multicultural mathematics education coherently. This suggests that when teachers tried to design lessons from a new perspective, they often turned back to teacher-centered teaching practices that they had been used to. Third, in the teaching plans adapting the 'Principle of Transformation', although Level 4 appeared most frequently, mathematical contents and social issues were placed separately without being integrated. Although the course helped the teachers recognize the relationship between mathematics and human practice, the teachers might keep their previous beliefs about mathematics as academic knowledge separated from human life. Thus, this limitation may persist without a change of the teachers' beliefs regarding the cultural origin of mathematics. Based on the results, we draw implications for the future development of multicultural mathematics teacher education.

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An Analysis of Teachers’ Pedagogical Design Capacity for Multicultural Mathematics Education

Song,

2021

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

View full text Add to dashboard Cite

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The effects of pre-service teacher education experience on teachers’ preparedness and efficacy for multicultural education: Evidence from TALIS 2018

Cited by 1 publication

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An Analysis of Teachers’ Pedagogical Design Capacity for Multicultural Mathematics Education

An Analysis of Teachers’ Pedagogical Design Capacity for Multicultural Mathematics Education

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