본 연구의 목적은 액션러닝 기반 부모교육 프로그램 개발을 위해 결혼이주여성의 실제적 문제 유 형을 탐색하는 것이다. 이를 위하여 문헌연구 및 결혼이주여성의 초점집단인터뷰를 통하여 도출된 결 혼이주여성이 자녀양육에서 직면하는 실제적 문제 유형을 바탕으로 현실적인 문제, 실현 가능성, 학 습기회 제공의 액션러닝 문제 준거가 되는 원리에 따라 액션러닝 프로그램에 적합한 문제 유형을 도 출 하였다. 본 연구에서 도출된 결혼이주여성의 실제적 문제는 첫째, 자녀와의 상호작용 둘째, 훈육방 법 셋째, 학습지도, 넷째, 자녀의 심리적지지 문제, 다섯째, 자녀의 학교생활 부적응 문제로 유형을 나 누어 정리할 수 있었다. 연구의 제한점으로는 첫째, 본 연구는 경남 지역에 거주하는 결혼이주여성을 대상으로 하였으므로 그 결과를 전 지역으로 일반화하기에는 한계점이 있다. 둘째, 다문화가정의 다 양한 유형(이주노동자 가정, 새터민 가정 등)을 대상으로 하는 연구범위의 확장이 필요하다. 셋째, 본 연구에서는 제외된 다문화가정의 아버지도 함께 연구하는 것도 필요하겠다.
A purpose of this study was to deduce authentic problems applicable to parent training program based on action learning, through investigation of types of authentic problems which marriage migrant women are facing. The deducted research result is like these. The types of the problems within family could be categorized into three. First, marriage migrant women had difficulties of communication, play method and forming attachment relationship in their children, and of life guidance in discipline methods. Second, in the type of the problems in relationship with husband, there were differences in apathy about fostering participation. Third, they said that they're having problems about differences in discipline methods, with their parents-in-law. The types of the problems within society could be categorized into three, too. First, in economic difficulties, they had difficulty of bearing educational cost and promotion of educational environment. Second, in relationships with school society, they had a problem of their children's school life maladjustment, and couldn't communication with their children's teachers well. Third, in relationships with other societies, they had problems like difficutly of getting informations and severance of education informations. On the assumption that team members of parent training program based on action learning consisted of marriage migrant women, this study investigated the types of authentic problems applicable to action learning. According to this, appropriate types of problems, which could be learnt through problem solving process in the team, can be cited that interaction with children, discipline method, learning guidance, psychological support to children and school life maladjustment of children.
Ⅰ. 연구의 필요성 및 목적 Ⅱ. 이론적 배경 Ⅲ. 연구 방법 Ⅳ. 연구 결과 Ⅴ. 결론 및 제언
