Journal of Meditation based Psychological Counseling (J Medit Psychol Couns)
Kim, Jungyoon1 · Seo, Eunsook2
1Doctoral Student, Graduate School of International Multicultural Studies, Dongguk University
2Professor, Dharma College and Graduate School of International Multicultural Studies, Dongguk University
Correspondence to Seo, Eunsook, E-mail: ses87@dongguk.edu
Volume 32, Pages 137-145, December 2024.
Journal of Meditation Based Psychological Counseling 2024, 32, 137-145. https://doi.org/10.12972/mpca.20240019
Received on December 20, 2024, Revised on December 24, 2024, Accepted on December 31, 2024, Published on December 31, 2024.
Copyright © 2024 Meditation based Psychological Counseling Association.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0).
Purpose: This study examines the current status and limitations of multicultural education curricula for pre-service elementary school teachers in Korea. It aims to propose strategies for enhancing their multicultural competencies.
Methods: By analyzing data from 10 education universities in 2024, the study investigates course offerings, their classification as mandatory or elective, and their content focus.
Results: Multicultural education is primarily offered as elective and theory-based courses, with limited practical components. Regional disparities were identified, with rural universities integrating multicultural education into major subjects, unlike their urban counterparts.
Conclusion: Incorporating multicultural elements into mandatory courses, such as “Student Guidance and Counseling,” is crucial for equipping pre-service teachers with the necessary skills to thrive in a multicultural society
Pre-service Elementary School Teachers, Multicultural Education Curriculum in Teacher Education Universities, Multicultural Sensitivity, Multicultural Counseling Competency, Multicultural Education