Are Korean Early Childhood Teachers Becoming More Responsive to Multicultural Children? An Analysis of Diversity Self-Efficacy Data from the Korean Institute of Child Care and Education (KICCE) Survey

Autor/inn/en	Park, Sungok R.; Hoot, James; Shin, Hyejin
Titel	Are Korean Early Childhood Teachers Becoming More Responsive to Multicultural Children? An Analysis of Diversity Self-Efficacy Data from the Korean Institute of Child Care and Education (KICCE) Survey
Quelle	In: International Journal of the Whole Child, 1 (2016) 2, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-297X
Schlagwörter	Foreign Countries; Student Diversity; Self Efficacy; Child Care; Early Childhood Education; Teacher Competencies; Student Needs; Teacher Student Relationship; Teaching Experience; Academic Standards; Parent Teacher Cooperation; Gender Differences; Teacher Certification; Preschool Teachers; South Korea + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Geschlechterkonflikt; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Korea; Republik
Abstract	Korea is in transition toward becoming a multicultural society. This study assessed progress in the preparedness of Korean teachers to address diversity issues in this rapidly changing society. Analysis of diversity data from a 2011 national survey suggests that progress is being made toward making teachers more aware of developmental needs of diverse children. Moreover, data suggests that teaching experience, closer teacher-child relationships, and awareness of recent standardized curriculum may play a role in higher levels of diversity self-efficacy of early childhood educators. This study concludes with policy recommendations. (As Provided).
Anmerkungen	Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01