유아교사의 놀이중심 교육과정 실행을 위한 교사학습공동체 참여의 의미 탐색

Exploring the Meaning of Participation in a Teacher Learning Community for the Implementation of a Play-Centered Curriculum

Objective: A teacher learning community was developed in order to implement a play-centered curriculum at a child care center, and teachers experiences during the process were explored. Methods: The teacher learning community was carried out for a total of 23 sessions. One researcher and six teachers participated in this study. Data including the transcripts of recordings of the teacher learning community, transcripts of individual teachers interview recordings, teachers reflective journals, and social media posts were collected. Data were analyzed according to the qualitative data analysis procedure. Results: The teachers recognized their experiences of the teacher learning community as follows: (1) encouraging and empowering each other to find a way together, (2) self-reflection, communication and sharing with experiences, (3) becoming a teacher who practices change. Conclusion/Implications: The results of this study show the importance and effectiveness of managing the teacher learning community in a way that teachers interact with each other in a collaborative manner within the community based on initiative and spontaneity, and to provide help to each other in the process of understanding and practicing the play-centered curriculum. The teacher learning community supports the professionalism of teachers for the practice of a play-centered curriculum.