Sense of Community and Cultural Community Competence of Russian Students and Teachers

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 21권 / 13호 / 555 ~ 572페이지
· 저자명 : 디카야 류드밀라, 구신실, 박수홍

초록

Objectives The article discusses sense of community and cultural community competence of students and teachers from general education schools of Rostov-on-Don city, Russia. The main objective of the study was to determine the differences between the elements of a sense of community (member consciousness, mutual influence consciousness, satisfying needs and integrating and emotional connection) and of cultural community competence (caring and generosity, interpersonal skills, cultural identity and understanding and inclusiveness of cultural diversity) among students, among teachers, and between students and teachers.
Methods 269 people (169 students and 100 teachers) took part at the research. Students were divided into conditional groups according to the age, grade, gender, on the basis of participation in Olympiads as well as presence / absence of Olympiad awards and presence / absence of study problems due to physical disability. Teachers were divided into groups according to their age, career, gender, on the basis of the presence / absence of Olympiad participants in class and the presence / absence of study problems due to physical disability in class. The questionnaire for the study consisted of 16 questions on sense of community and 20 questions on cultural community competence. Questions on sense of community used a questionnaire from Park, H. C. (2018), which justified McMillan & Chavis's questions (1986) in Korean. For questions on cultural community competence used Kang Se-yeon’s questionnaire (2019), a revised questionnaire by Chen & Starosta (2000). Data processing was carried out using the SPSS 26.0 software package.
Results As a result, both students and teachers revealed significant differences in the sense of community, cultural community competence and their elements depending on age, grade/career and gender. The higher rates were found in older participants compared to younger ones, and in women in comparative to men.
Conclusions The characteristics we considered - age, gender, and grade/career - are significant predictors of the sense of community and cultural community competence formation and development in both students and teachers. As the latter has undeniable effect on various aspects of students’ and teachers mental health and well-being, under-standing factors that contribute to the sense of community has important practical implications

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