다문화 환경에서 교수활동을 위한 교사 전문성 계발의 효과: 미국의 사례를 중심으로 = The Effects of In-Service Professional Development for Teachers in a Diverse Classroom: A Case of the United States

다국어 초록 (Multilingual Abstract)

The increasing cross-national movements of people today leads to rising racial, ethnic, linguistic, and cultural diversity in classrooms. Yet, a vast majority of teachers do not know how to interact effectively with students from varying backgrounds. Scholars argue that teachers in a diverse classroom need additional skills and abilities like culturally responsive teaching skills. Such skills and abilities help teachers meet the needs of both immigrant and native-born students. However, there are not many empirical studies that investigate the effects of professional development for teachers in a diverse classroom. Thus, this study investigates the effects of professional development. Data for the study are taken from the OECD’s Programme for International Student Assessment sample of 177 schools, 3,680 teachers, and 5,712 students from the U.S. Relying on a series of OLS regression analyses, this study estimates the effects of professional development for teachers in a multicultural setting. The results suggest that in-service teacher professional development may have some positive effect on the immigrant students’ achievement in mathematics and science, while the effects on the native students’ achievement remain insignificant.

국문 초록 (Abstract)

공교육 체제로 유입되는 이주배경 학생들의 증가가 이질적인 학생들을 고려한 교육환경을 요청하고 있는 가운데, 많은 학자들은 학생의 다양성을 고려한 교수법이 이주배경 학생과 정주민 학생 모두에게 도움이 된다고 주장한다. 하지만, 이를 향한 교사의 노력이 실제로 학생들에게 효과가 있는지에 대한 실증적 증거는 부족하다. 이에 본 연구는 다문화 환경에서의 교수활동을 위한 교사 전문성 계발이 이주배경 학생 및 정주민 학생의 학업성취에 효과가 있는지 확인하였다. 연구의 목적을 달성하기 위해 OECD에서 주관하는 PISA의 미국 자료를 사용하였으며, 총 177개의 학교에 소속된 학교장과 3,680명의 교사 및 5,712명의 학생 응답이 분석에 활용되었다. OLS 회귀분석 결과, 이주배경 학생이 정주민 학생에 비해 학업성취가 낮은 것으로 나타났으며, 다문화 환경에서의 교수활동을 위한 교사 전문성 계발은 이주배경 학생의 학업성취 증진에 효과적인 것으로 확인되었다. 반면에 다문화 환경에서의 교수활동을 위한 교사 전문성 계발은 정주민 학생의 학업성취에는 유의한 영향을 미치지 않는 것으로 나타났다. 이러한 연구결과는 이주배경 학생들이 교실에서 소외되지 않도록 다문화 환경에서의 교수활동을 위한 교사 전문성 계발을 촉진하는 정책적 지원 및 개입의 필요성을 시사한다.

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