교육과정 성숙도 구성요인 탐색 및 교육과정 컨설팅 프로그램의 설계에 관한 연구

Abstract

The purpose of this study is to propose a design and operation plan for a curriculum consulting program by exploring the components of the curriculum maturity of elementary school teachers participating in the curriculum conference. To this end, prior research related to curriculum consulting was analyzed and a teacher-learning community centered on the same grade was formed to reconstruct the teacher-level curriculum. In addition, elementary school teachers participating in the curriculum conference were interviewed and a basic survey on the maturity of the curriculum was conducted through an open questionnaire. After that, 24 component factors needed for elementary school teachers were derived through a Delphi survey on the expert group and the selection of component factors of curriculum maturity. However, through the selection meeting of the curriculum expert group, the final 20 component factors were selected by excluding the component factors that were difficult to reinforce the reconfiguration capacity through curriculum consulting.
 Specifically, in order to compose a systematic curriculum consulting program, the curriculum maturity that elementary school teachers should have was classified into four core scales: curriculum diversity, curriculum systems, curriculum specificity, and curriculum effectiveness. In addition, the curriculum maturity reflected in the curriculum consulting program was refined into the competency and execution level of the curriculum for each core scale, and the curriculum consulting program was devised by modularizing it. In other words, in order to effectively operate the curriculum consulting program, each module consists of 4 stages: Diagnosis, Deliberation, Development, and Advancement. In conclusion, it could be said that the reconstruction of the teacher-level curriculum of the teacher learning community through curriculum consulting became a useful scaffolding strategy for improving curriculum literacy and strengthening the professionalism of participating teachers.