Like the saying "quality of childcare and education can not exceed quality of teachers", teachers play the key role in implementing nationwide Nuri Curriculum at fields of childcare and early childhood education. No mater how well the nationwide Nuri Curriculum may be developed, if teachers do not implement it at the field, the whole intent or purpose of the Nuri Curriculum would be in vain. For this, the study intends to identify difficulties, hardships and demands in teachers' implementing Nuri Curriculum, seek teacher supporting plans for efficient management of Nuri Curriculum for 3-5 year olds, and develop a support system. This study conducted an on-line survey among 1,040 daycare teachers, 1,058 kindergarten teachers, acamedia and field specialists of childcare and childhood education, and 201 government service workers(education specialists) in city/province/county/borough offices; also, it collected opinions through in-depth interviews with directors at daycare centers and kindergarten and teachers in charge of Nuri Curriculum. Outcomes of the study are as follows. First, average operation hour per day of Nuri Curriculum was average 4.6 hours for daycare and average 4.5 hours for kindergarten, which showed no difference. Second, as for an improvement area in teacher's manual for Nuri Curriculum and daycare program based on Nuri Curriculum, 30-50% of the total agreed that both daycare and kindergarten teachers do not provide pre-activities, there is shortage of activity materials, and activity materials are behind the times. Third, majority of the teachers in charge of Nuri Curriculum, specifically 98.7% of daycare and 96.4% of kindergarten, had completed Nuri Curriculum training. Fourth, regarding Nuri Curriculum teacher training system, 55.2% of people concerning childcare and early childhood education suggested two departments should co-operate all trainings(instructor training, teacher training, etc.). As for improvements in group-gathering training, 20-30% of daycare and kindergarten teachers asked for improvements in training contents. Fifth, more than half of people concerning childcare and early childhood education thought distance training was not appropriate as an in-depth Curriculum following a group-gathering training. 69.2% of daycare teachers and 67.3% of kindergarten teachers said in-depth training was necessary; as a means of training, daycare teachers chose in-depth training by children's age and field, and kindergarten teachers chose in-depth training by children's age and theme. Sixth, 63.7% of people concerning childcare and early childhood education suggested building consultant's capacity as a way of revitalizing consulting, 59.2% suggested systemization of consulting service, 48.3% suggested building a pool of consultants, and 20.4% suggested expanding consulting budget. Seventh, 90.8% of daycare teachers and 92.1% of kindergarten teachers answered voluntary scholarship and mentoring was helpful. Eighth, high percentage of teachers, 96.9% and 98.1% each, said hiring sub teacher and helper for Nuri Curriculum in daycare centers was helpful in class management. As for hiring criteria for Nuri Curriculum sub teacher, 54.8% of daycare teachers saw a need in upward adjustment, and 74.6% of people concerning childcare and early childhood education acknowledged the necessity. 88% of kindergarten teachers answered they need a sub teacher. When sub teacher was provided, there were the most cases of 1 class per 1 sub teacher at 51.4%, then in the order of 2 classes per 1 sub teacher at 37.9% and 3 classes at 10.7%. For effective management of Nuri Curriculum, monitoring system for Nuri Curriculum management was called for. There was a need to develop and disseminate a mixted-age class with mixed ages of children for Nuri Curriculum, and issues about Nuri Curriculum teacher's manual and daycare programs based on Nuri Curriculum should be fixed to increase their utilization. Job training for double class of mixed ages of Nuri Curriculum should be developed and mandatorily taken by relevant teachers in charge. For correct field application of Nuri Curriculum, key instructor and local instructor training should be co-operated by Ministry of Education and Ministry of Health and Welfare, and training for teachers in charge of Nuri Curriculum should be done by government departments. Support should be expanded for revitalization of consulting(scholarship) and mentoring in/out of daycare centers and kindergarten.
Table Of Contents
요약 Ⅰ. 서론 Ⅱ. 누리과정 운영 현황 Ⅲ. 누리과정 편성·운영 평가 Ⅳ. 누리과정 담당교사의 역량 강화 Ⅴ. 누리과정 운영을 위한 인력 및 재정 지원 Ⅵ. 정책 제언 참고문헌 Abstract 부록