The study attempted to investigate current status of internal and external monitoring of quality in early childhood teachers’ implementation of the Nuri Curriculum, to identify aspects for the improvement based on the Importance-Performance Analysis (IPA)(Martilla & James, 1977), and to develop measures to improve monitoring systems on the quality of teacher performance. Data were gathered from 17 Local Offices of Education and Comprehensive Support Centres for Childcare regarding types, methods and procedures, contents, budgets of external monitoring. Two surveys were conducted respectively with 847 teachers and 417 directors of kindergartens and childcare centers about their experience of and needs for monitoring as well as about their importance and performance level of the Nuri Curriculum. In addition, case studies were undertaken in different types of settings and workshops with representatives from local monitoring systems were held. Both kindergarten and childcare teachers favored internal monitoring (e.g., peer consultation and internal review on daily activity plans) which tended to be supportive, autonomous and sustainable. Areas for the improvement based on the IPA included a balanced implementation of the five learning areas, outdoor activities, age-appropriateness, and flexible use of teaching materials. Policy measures were provided with special attention on child outcome-based monitoring indicators, typology of monitoring system in terms of experiences of teachers, and training and utilization of 100 experts of the Nuri Curriculum.
Table Of Contents
I. 서론 Ⅱ. 연구의 배경 Ⅲ. 누리과정 실행 모니터링 현황 및 실태 Ⅳ. 누리과정 실행 모니터링에 대한 교사와 원장의 인식 및 요구 Ⅴ. 누리과정 실행 모니터링 사례 분석 Ⅵ. 누리과정 실행 모니터링 방안