아일랜드 초등교육과정의 변화과정 분석

Abstract

[Purpose] This study aimed to analyze the process of reforms in Ireland's primary school curriculum and draw implications based on it. [Methods] In order to achieve this purpose, a comparative analysis framework was established based on democracy and autonomy as the evaluation criteria, the development background, development process and contents, and implementation and evaluation as the analysis area, the 1900, 1922, 1971, 1999, and 2023 primary school curriculum as the target curriculum period. [Results] In terms of development background, the Irish primary curriculum gradually developed according to various needs at home and abroad in Ireland, securing democracy and autonomy. In terms of development process and content, democracy was strengthened by reflecting the opinions of various educational stakeholders, and curriculum autonomy at the regional, school, and teacher level was also strengthened. In terms of implementation, both democracy and autonomy remain tasks of the 2023 primary curriculum. [Conclusion] The following implications can be obtained. First, through long-term projects, the curriculum should be developed with the logic of education. Second, policy communication should be strengthened to reduce the gap between the national curriculum and the field. Third, the meaning of curriculum should be shared and monitored together among curriculum agents.