2019 개정 누리과정을 실천하는 초임 교사의 경험

Abstract

Objectives This study explores the difficulties encountered in implementing the 2019 Revised National Nuri Curriculum through the experiences of beginning teachers and the direction in which teacher training institutions should improve.
 Methods The study participants included one beginning teacher working at a kindergarten and one beginning teacher working at a daycare center. Data were collected through in-depth interviews from April 27 to June 27, 2023. All interview data were transcribed, and the transcribed data was analyzed using an inductive analysis method that went through the process of creating keywords, nominating, and constructing research axes.
 Results As a result of the study, the difficulties that beginning teachers have in practicing the Revised National Nuri curriculum are 1) limited play due to concerns about safety accidents, 2) classrooms full of structured media, 3) lack of toys and slow material support, and 4) concerns about play that does not expand, 5) lack of capacity to implement the Revised National Nuri course. Through these experiences, research participants learned that in order to train early childhood teachers who practice the Revised National Nuri Curriculum well, university education should include: 1) conducting mock classes as if they were real in the field without a script, 2) experiencing expanded play in situations where children actually play like children, 3 ) experiencing real play with unstructured media.
 Conclusions This study suggests the need for change in university education in order for university learning to be well transferred to the field through the story of a first-time teacher who is a field teacher practicing the 2019 Revised National Nuri Curriculum.