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

Sungok R. Park, James Hoot, Hyejin Shin

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.


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Copyright (c) 2016 Sungok R. Park, James Hoot, Hyejin Shin

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© 2015 International Journal of the Whole Child, Tennessee Association for Childhood Education International