유아교육 전공 교과 수업에 2019 개정 누리과정을 반영하는 교수의 경험

Abstract

Objectives This study is a narrative inquiry about experience of professors reflecting the 2019 revised Nuri course in the Early Childhood Education Major Curriculum Class.
 Methods For this study, one professor from the Department of Early Childhood Education at D University was targeted. Data were collected through in-depth interviews from July 15, 2020 to January 26, 2021. The collected data were analyzed inductively through the process of segmenting, discovery of initial coding, and in-depth coding generation through an open coding methodology.
 Results As a result of the study, the difficulties in reflecting the revised Nuri course in the pre-service teacher education are the instructor's lack of experience in the direction of the revised Nuri course, the learner without leading play experience, and the lack of communication in non-face-to-face classes. In spite of these difficulties, the instructor reflected 1) keeping up with the acceptance level of the 2019 revised Nuri course in the field, 2) approaching it as a play case, 3) playing and experiencing the role of a teacher who supports play in the pre-service teacher education. In the reuslts of these studies, Professor K found that 1) presenting an early childhood teacher modeling that the professor supports to play, 2) playing in various group types, 3) playing with various media at the same time, 4) combining activities and play, 5) it is necessary to have an opportunity to experience the meaning of play.
 Conclusions This study suggests that the responsibilities of pre-service teacher educators and various efforts should be followed in the 2019 revised Nuri course.