공립유치원 교사의 2019 개정 누리과정 해석과 실천 경험 탐색

Abstract

This study aims to explore public preschool teachers' interpretations and practices of the 2019 revised Nuri curriculum. Three public preschool teachers participated in the study, and data were collected and analyzed through non-participatory observation, interviews, and other sources, focusing on playtime. The findings of the study showed that, first, the teachers aimed to implement the central values of the 2019 revised Nuri curriculum, which are child-centered and play-centered, by supporting children to take the lead in play. Second, teachers interpreted and supported the content of the 2019 revised Nuri curriculum to connect children's experiences to learning. The framework of this interpretation was not only the content of the curriculum, but also the teacher's own educational perspective and knowledge. Finally, it was seen that supporting children's choices and decisions in interaction with the environment according to the teacher's intention, respecting them and allowing them to be expressed as meaningful experiences, was a process of creating a curriculum together with the teacher and the children, and a process that could lead to new play experiences by adding educational intentions. Based on the results, implications for improving the professional development of kindergarten teachers were discussed.