공립유치원 초임교사와 경력교사의 놀이 중심 교육과정 운영 경험 = Experience of operating a play-centered curriculum of beginning and experienced public kindergarten teachers

다국어 초록 (Multilingual Abstract)

This study seeks to listen to the field stories experienced by beginning and experienced teachers at public kindergartens operating the 2019 Revised Nuri curriculum. The author would like to look back on teachers' play-centered curriculum and contribute the results to improving the curriculum.

The research questions of this study are as follows.

1. What is the experience of beginning teachers in operating a play-centered curriculum?
2. What is the experience of experienced teachers operating a play-centered curriculum?

The study participants were three beginning teachers and three experienced teachers working at a public kindergarten in J City. Research participants were interviewed a total of 10 times, twice each, from April 3 to September 27, 2023. The authors collected field data including lesson plans, lesson logs, children's play notes, play reports sent home, and teacher reflection logs. Beginning teachers felt psychologically difficult. They had difficulty observing play.
The research results are as follows: Beginning and experienced teachers had a difficult time in March. Beginner teachers and experienced teachers felt a sense of responsibility because teachers' autonomy was emphasized. But I felt rewarded as a teacher.
The author makes the following suggestions to improve the quality of curriculum operation. First, The author suggests that education offices should provide teachers with practical help, such as field training and consulting. Second, Teachers themselves must strive to increase their expertise.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적
• 2. 연구문제
• Ⅱ. 이론적 배경
• 1. 2019 개정 누리과정
• 가. 누리과정의 성격
• 나. 누리과정의 운영
• 2. 놀이 중심 교육과정
• 가. 놀이 중심 교육과정에서 교사의 역할
• Ⅲ. 연구 방법
• 1. 연구 배경
• 가. 공립유치원교사 선발
• 나. 초임교사
• 다. 연구 참여자
• 2. 연구절차
• 3. 자료수집
• 4. 자료분석
• Ⅳ. 연구 결과
• 1. 공립유치원의 놀이 중심 교육과정
• 가. 공립유치원의 일과
• 나. 일과 중 놀이 시간
• 2. 놀이 중심 교육과정 운영 경험
• 가. 놀이 중심 교육과정에 대한 인식
• 나. 학기 초 교육과정 운영의 어려움
• 다. 자율성 확대로 인한 책임의식 증가
• 라. 초임교사의 심리적 어려움
• 마. 놀이 관찰에서의 포커스
• 바. 통합학급 운영의 현실
• 사. 소통이 결여된 교육행정
• 아. 직업적 소명의식
• Ⅴ. 결론 및 제언
• 1. 결론
• 2. 제언
• ◎참고문헌
• ◎부록 <부록> 2019 개정 누리과정의 성격, 구성 방향