2018, Vol.3, No.2

Journal of Studies on Schools and Teaching 2023 KCI Impact Factor : 1.77

pISSN : 2508-156X / eISSN : 3022-8077
https://journal.kci.go.kr/JSST

This study presents specific lessen plans and appling methods to enhance sympathetic communication skills, especially in activity-oriented classes of elementary school students, according to the age needs where communication skills are emphasized in the revision of 2015 curriculum. To this end, the researcher and the four elementary school teachers, who are co-researchers, designed instructions to apply sympathetic communication methods and applied the lessens with 1st & 2nd grade 100 students at G. elementary school. The researcher participated in each teachers classes twice and also put the results together after 5 times meetings with them. The results of the study provided the two actual lessen designs and one conflict resolution cases among students by applying sympathetic communication stpes. It also presented special precautions that should be taken together with teachers' experiences in applying sympathetic communication in class.

The purpose of this study is to propose self-study as a way to enhance the professionalism of a teacher by releasing the self-study case of a researcher. There have been various attempts to improve the professionalism of teachers. Teachers are trying to improve their individual expertise through self-study, training courses, guidance & consulting, graduate school and participation in learning communities. However, it is difficult for teachers to improve their professionalism due to the fact that they are made out of external force, and that guidance and training are not so effective. Most of all, teachers do not study 'himself/herself as a teacher' and there is no guidance about how to do it. The purpose of this study is to help the teachers who are concerned about the growth of professionalism by showing the cases how a teacher has improved her expertise through self-study. To do this, the research was carried out as follows. First, I presented the significance of self-study, key elements, and major methods. Secondly, I recorded diachronic self-study case and synchronic self-study case. The diachronic self-study was divided into two parts in order to understand how the researcher's identity as a teacher was formed : from the period of elementary school till the period just before being a teacher and the subsequent process of growth in the teacher community. In order to understand how the researcher's beliefs and identity are revealed in the classroom or to the students in the informal self-study, 50 pre-service elementary teachers of C National University of Education helped the synchronic self-study as critical colleagues in art, social practice, technology. The preliminary teachers' criticism of the researcher's class was analyzed based on Johari's Window and the part of the criticism and the thought of the researcher were included with subtitle. The conclusions of the researcher's self-study are as follows. The point of this study, which began as a question of the professionalism of the teacher, was to find my identity as a teacher and the self-study was used as the method. The process of experiencing a self-study can provide an experience of growth that clearly sees the teacher's own identity. In addition, it is not only able to raise the teacher 's own educational sensibility, but also has an expanding character that fosters the educational sensibility of pre-teachers and fellow teachers. Finally, it is possible to propose a different method of professional growth in pre-service teacher education programs and teacher education programs.

As Korea becomes a multicultural society with the change in the members of the society, the demand for substantial multicultural education is increasing at schools. The contents related to multicultural education have been increased and more emphasized in the 2009 Reformed Curriculum in comparison with the 2007 Reformed Curriculum. However, most of the educational activities related to multicultural education are focused on teaching of Korean language and culture, and adaptation to Korean society for the children in multicultural families in Korea. Current used textbooks for the third graders of elementary schools include only fragmental contents, such as learning a foreign musical piece and introducing excellent Korean culture to friends in foreign lands. The need for accessing multicultural education from the viewpoint of cultural diversity is increasing to improve the current multicultural education. Recognizing the problems of the current multicultural education from a critical point of view, the present study aimed at the development of an education program reflecting the perspective of cultural diversity as well as the application and verification of the program. For this purpose, the multicultural education contents found in different subjects for the second semester of the third graders of elementary schools were analyzed and reconstructed for individual cultural diversity areas to develop a teaching and learning program. The developed program was applied to the students to investigate the changes in their recognition of cultural diversity and their attitude of accepting diverse cultures. The research questions of the present study are as follows: 1) Is the recognition of cultural diversity changed by the application of the cultural diversity teaching and learning program?; 2) Does the application of the cultural diversity teaching and learning program contribute to the cultivation of the attitude of accepting diverse cultures by the students?; and 3) What are the advantages of the cultural diversity teaching and learning program in comparison with the previous multicultural education? The study conducted to find the answers to these questions showed the following results. First, the multicultural contents found in the society subject as well as other subjects for the third graders of elementary schools were comprehensively reviewed to develop a cultural diversity program through the reconstruction of the contents with reference to the areas and core values of the cultural diversity education. The application of the developed cultural diversity program showed that the students’ recognition of cultural diversity was positively changed. The students’ recognition was increased in all the four areas of cultural diversity, including the meaning and features of culture, the elements of cultural diversity, the diffusion of cultural diversity, and the recognition and respect of cultural diversity. The improvement of the recognition was particularly significant in the three areas of the meaning and features of culture, the elements of cultural diversity, and the diffusion of cultural diversity. Second, the multicultural acceptance test performed after the application of the cultural diversity education program showed that a positive change was found only in the area of relationship out of the three areas of universality, relationship, and diversity. No positive change was found in the other two areas probably because the baseline values of the students were already high in the multicultural acceptance test, and the period of three months was too short to draw a change in the attitude only by the application of the developed program. In addition, although revised to the level of understanding of the students, the acceptance test items might have been slightly difficult to the students, and thus the attitude might have not been measured accurately by the test. Third, the multicultural education contents dispersed in various subjects were integrated and reconstructed to the cultural diversity program, and the students’ degree of satisfaction with the multicultural learning was increased. The students expressed in their learning dairies their understanding of and satisfaction with the learning contents, when the contents of the society, art, physics, and mathematics subjects were integrated to and provided through the cultural diversity program. The students also displayed the attitude to solve the problems of discrimination caused by cultural diversity elements in the society. Generally, the developed cultural diversity significantly improved the students’ recognition of cultural diversity and partly improved their attitude of accepting diverse cultures. However, generalization of this cultural diversity program requires further studies with various subjects groups. In addition, since the present study only verified the effects of the program through a short-term application, a long-term study may need to be conducted to further verify the effects of the program.