유아교사의 교육신념과 교사역량이 유아의 2019 개정 누리과정 교육내용 경험 정도에 미치는 영향

Abstract

Objectives The purpose of this study was to examine the effect of early childhood teachers’ educational beliefs and teacher competencies on the degree of young children’s experience in the 2019 Nuri curriculum education contents. Methods For data collection, 302 early childhood teachers in Gyeongnam province were surveyed by questionnaires about teachers’ educational beliefs, teacher competency, and the degree of young children’s experience in the 2019 Nuri curriculum education contents from 2 Feb. 2022 to 26. For data analysis, descriptive statistics, Cronbach’s α, and hierarchical regression analysis were used by SPSS 25.0. Results First, early childhood teachers' educational beliefs were high in maturationism, low in activism, and high in teacher competency, and the degree of young children’s experience in the 2019 revised Nuri curriculum education contents was high. Second, there was a significant positive correlation among the teachers’ educational beliefs, teacher competencies, and the degree of young children’s experience in the 2019 Nuri curriculum education contents. Third, teachers’ educational beliefs and teacher competencies were found to influence on the degree of young children’s experience in the 2019 Nuri curriculum education contents. Conclusions This results suggest that in order to enhance the degree of young children’s experience in the 2019 Nuri curriculum education contents, teache