ERIC Number: EJ1213376
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2474-297X
EISSN: N/A
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
Park, Sungok R.; Hoot, James; Shin, Hyejin
International Journal of the Whole Child, v1 n2 p1-11 2016
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.
Descriptors: 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
Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A