초등 예비교사 교육을 통한 난민 인식의 재구성과 교사교육적 함의 = Reframing Elementary Preservice Teachers’ Perceptions of Refugees through Teacher Education: Pedagogical Implications for Teacher Preparation

다국어 초록 (Multilingual Abstract)

This study examines preservice teachers’ understandings of refugees, how these understandings shift through refugee-focused lessons, and the implications for teacher education in the context of refugee education. To address these aims, a course on global citizenship education offered at a university of education in South Korea provided both direct and indirect learning experiences related to refugee issues. The study analyzed reflective journals and learning artifacts produced by 19 preservice elementary teachers using qualitative content analysis. The findings reveal that, prior to the course, participants tended to perceive refugees as distant, burdensome, or objects of pity. Following the course, however, they increasingly recognized refugees as active agents of survival and developed a deeper understanding of their everyday lives and emotions. Refugees came to be viewed less as abstract “others” and more as individual human beings leading ordinary lives. Participants’ perspectives also expanded to include the institutional and social-structural contexts surrounding refugee experiences. In addition, participants identified empathy and the reduction of prejudice as central goals of refugee education and emphasized the importance of experiential and participatory teaching approaches for elementary learners. Based on these findings, the study offers implications for both preservice and in-service elementary teacher education. It underscores the need for refugee education grounded in empathetic understanding and critical reflection, as well as opportunities for educators to critically examine their own assumptions about refugees. The study further suggests that refugee-related preservice teacher education should be designed and implemented through diverse perspectives and pedagogical approaches.