Comparative Studies on Effectiveness of Multicultural Curriculum in Korean-Swedish Teachers’ Colleges : Based on the Effect Analysis of TALIS 2018

The developed countries have made efforts to reform policies and curriculums for teacher professionalization in an multicultural or multilingual school environment through the mandatory courses of teacher training institutions. Nevertheless, Korean teachers tend to belatedly acquire the related expertise of the teaching methodology in Professional Learning Communities(PLC) rather than in teachers’ colleges. Based on the comparison of the responses of TALIS 2018 from 2,223 Korean teachers and 6,168 Swedish teachers, who have taught in classrooms with migrant students, the effectiveness on 'Preparation for teaching elements teaching in a multicultural or multilingual setting(.057)' and 'Cultural diverse class adapt teaching to cultural diversity of students(.393)' of Swedish teachers were higher than that of Koreans. Therefore we can draw implications to nurture the related professionalism of pre-service teachers as a compulsory competency in the teachers’ college curriculum, and foster the political supports with the core strategy of the Korean National Curriculum 2022.