누리과정에 대한 유치원교사의 관심도 및 실행에 관한 연구

A Study on Early Childhood teachers' Concern and Implementation Level of the Nuri Curriculum

본 연구는 누리과정에 대한 유치원교사의 관심도와 실행에 관해 알아보고자 하였다. 이를 위해, B 광역시 공·사립 유치원에 근무하는 만5세 누리과정 담당 교사 94명을 대상으로 관심도 설문지(Hall, George, Rutherford, 2001)를 누리과정 관심도 내용으로 수정·보완하여 사용하였으며, 평균과 표준편 차, 일원분산분석과 사후검증을 실시하였다. 연구 결과, 첫째, 누리과정에 대한 유치원교사의 관심은 무관심으로 낮은 관심을 보였으며, 근무기관 유형에 따라 유의미한 차이는 있었으나, 교사의 연령, 경 력, 학력, 소지자격, 학급규모, 학급형태에 따른 차이는 없는 것으로 나타났다. 둘째, 누리과정 실행은 각 영역에서 차이가 있는 것으로 나타났다. 셋째, 교사변인별 누리과정 실행수준의 차이는 근무기관, 학력, 학급규모, 학급형태에서 통계적으로 유의미한 차이가 있는 것으로 나타났다.

The purpose of this study was to investigate early childhood teachers' concern and implementation level of the Nuri curriculum and to analyze the differences in concern and use accordingly to early childhood teachers' background variables. To analyze teachers' concern of the Nuri curriculum, frequency and percentages were calculated. And to analyze the group differences according to the teachers' background, t-test, one way ANOVA and scheffe posttest were used. All these analyses were done with SPSS win 18.0. This study produced the following outcomes. First, a majority of early childhood teachers' concern level about the Nuri curriculum belonged to the 0 stage (perceptive concern). Then 1st stage (informational concern), 2nd stage (personal concern), 3rd stage (managerial concern) and 6th stage (refocusing concern) followed in descending order. There were no teachers who had concerns in the 4th (consequential concern) and 5th stages (collaborative concern). Second, the group differences in early childhood teachers' concern levels about the Nuri curriculum showed significant differences according to the type of early childhood teachers. Third, the implementation levels of early childhood teachers about the Nuri curriculum are shown in descending order as follows: educational material, educational contents, teaching and learning method, educational objective, educational evaluation, and theoretical basis & characteristics. Fourth, the group differences in the implementation levels of early childhood teachers about the Nuri curriculum showed significant differences according to early childhood type, educational level, class size, and class organization.