개정누리과정 운영에 대한 대학부속유치원 교사의 어려움과 개선요구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the challenges and improvement needs experienced by teachers at a university-affiliated kindergarten in implementing the Revised Nuri Curriculum. Based on these findings, this study sought to identify strategies for more effective curriculum implementation. To this end, group interviews were conducted with seven early childhood teachers working at a university-affiliated kindergarten in S City, Gyeong-gi Province, South Korea. The findings were as follows: First, teachers held a positive perception of the Revised Nuri Curriculum. Second, they experienced challenges during the implementation process, including uncertainty about teacher leadership within a child- and play-centered curriculum, difficulty addressing minority interests in play topics dominated by majority preferences, an expanded teacher role in child-led curriculum, and insufficient reference materials. Third, their improvement needs included enhanced access to diverse materials and media, streamlined documentation, reduced teacher-to-child ratios, and comprehensive resource collections. These findings provide a foundation for incorporating teachers’ perspectives into future curriculum revisions.