미래형교육과정 시범운영 J유치원 교사들의 디지털 역량 변화와 성장 과정 탐색

Abstract

Objectives This study attempted to explore the process of digital competency change and growth of J kindergarten teachers in operation of a pilot kindergarten for the future curriculum selected by the Ministry of Education.
 Methods For the study, in-depth interviews were conducted twice for nine J kindergarten teachers in Incheon Metropolitan City who are participating in the operation of the future curriculum. Data analysis was conducted by summarizing and coding, adjusting subcategories and categories, nomadicization and hierarchization, and deriving upper categories according to research problems, followed by expert review and insider verification.
 Results First, in the early days of the operation of the future curriculum, teachers recognized that digital media use education was a necessary curriculum to prepare for the future society according to the trends and demands of the times. Second, teachers experienced trial and error through the operation of the future curriculum to support infant play and learning, and children used digital media to approach, think, and expand the depth and breadth of learning. Third, teachers overcame the digital competency gap through communication and solidarity with fellow teachers. Low-experienced teachers familiar with digital media communicated in terms of technology use, and high-experienced teachers collaborated in a horizontal structure in terms of play application and support, and experienced changes and growth in digital capabilities in this process.
 Conclusions J kindergarten teachers improved their digital capabilities through the operation of the future curriculum and tried to continue to challenge them as competent future teachers with digital capabilities.