유아교사의 놀이신념과 놀이교수효능감이 2019 개정 누리과정 실행수준에 미치는 영향

Abstract

This study investigates the effect of play beliefs and play teaching efficacy on the execution of the 2019 revised Nuri_curriculum execution. A survey was conducted on 223 teachers of kindergartens/nurseries in Seoul and Gyeonggi-do, and data were analyzed using one-way-ANOVA, Scheffe-post-hoc analysis, Pearson correlation, multiple regression, and hierarchical regression. First, at the age of 30s, graduate school or higher education, and early childhood teachers with a minimum of two Nuri_curriculum training sessions showed high play teaching efficacy and revised Nuri_curriculum execution levels. Second, 'play-centered' beliefs had a significant relationship with the execution of the curriculum, but 'learning-centered' beliefs did not. With all play teaching efficacy and its sub-variables significantly related to the curriculum execution, higher play teaching efficacy led to higher execution of organization/operation, teaching/learning and assessment of the revised Nuri_curriculum. Third, the factor best explaining the execution of the revised Nuri_curriculum execution was 'beliefs in play teaching efficacy' (47%), while 'play-centered' beliefs also had significant effect (36%). This study can be a basis to raise the level of the execution of the 2019 revised Nuri_curriculum execution as it found 'play-centered' beliefs and play teaching efficacy as the predictor variables for such.