유아교사가 인식한 2019 개정 누리과정 실행의 저해요인 탐색

Abstract

Objectives The purpose of this study was to understand the concepts and structures that early childhood teach-ers, who are directly implementing the 2019 national Nuri-curriculum, perceive as barriers to the implementation of the curriculum.
 Methods For this purpose, data were collected and analyzed from 20 early childhood teachers according to Kane and Trochim(2007) 's six steps of concept mapping study: preparing for concept mapping, generation the ideas, structuring the statement, concept mapping analysis, interpreting, and utilization.
 Results A total of 40 statements were derived as factors that hinder the implementation of the curriculum, and five clusters of ‘teacher perception’, ‘parental relationship’, ‘teaching culture’, ‘institutional resources’, and ‘teacher support’ were derived from the two dimensions of ‘material/financial factors and human factors’ and ‘policy/institutional factors and cultural factors’. In terms of importance by cluster, “teacher support” was the highest, and in terms of importance by statement, “high child-teacher ratio to implement a play-centered curricu-lum” was the highest.
 Conclusions By interpreting the obstacles and meanings of the implementation of the curriculum through teach-ers' perspectives, meaningful implications for the direction of curriculum implementation support were discussed.