개정누리과정에 기초한 놀이지원 교사공동체 운영을 통한 유아교사들의 놀이에 대한 인식 및 실천의 변화

Abstract

Objectives The purpose of this study is to examine the change process of teachers' perception and practice according to the formation and operation of a teacher community based on the revised Nuri curriculum with cooperation with the research team. Methods Two teacher communities with 7 early childhood teachers was operated in cooperation with researchers for two months, conducting action research on changes in teachers’ understanding of play, recognition of roles, communication process, and utilization of collective intelligence. Results Changes through the teacher community have been classified into three categories. The first was the concerns about the play style and the teacher's role, the second was the change in teachers' perception and practice, and the third was the dynamic change in the play of children according to the teacher's support. Conclusions First, through the teacher community, teachers shared their concerns and sought advice from their peers to get ideas on how to operate and support play, and to reflect on their own teaching methods. Second, the teacher community facilitated that teachers supported young children to play a leading role in using play spaces and media, leading to immersion in play.