미국내 한인 유아교육기관을 통해 알아본 부모참여의 의미와 방향

Abstract

For the past 25 years, extensive research has been conducted to support the significance of parental involvement in children’s education. However, little research has examined Korean American parents’ involvement in the U.S. This study examined perceptions of Korean American parents, teachers, and directors of parental involvement and explored how their views are interrelated in the practice of parental involvement in a Korean community preschool in the U.S. Through the interviews, observations, and school-documents, this study showed that all the participants including parents, teachers, and directors supported the idea of parental involvement in school, recognizing its significance in children’s education. Moreover, most of the participants acknowledged the lack of parental participation. Despite their recognition, however, several obstacles, including perceptional gap among the participants and systematic problems that hinder communications among the different stakeholders, limit the improvement of parental involvement in this school.