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유아교사의 누리과정에 대한 인식 및 실행 간의 차이 원문보기

  • 저자

    박미정

  • 학위수여기관

    경성대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    유아교육전공

  • 지도교수

  • 발행년도

    2014

  • 총페이지

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13535261&outLink=K  

  • 초록

    The purpose of this research is to investigate the differences between early childhood teacher's perception and implementation of the composition direction and details of 5 criteria of 「Nuri curriculum by age for 3 to 5 year-olds」. As basic research data, this research is to contribute to understand the actual needs of on-spot teacher training, in the early implementation stage of Nuri curriculum, and to be used as basic data to effectively support and execute teacher training, so that 「Nuri curriculum by age for 3 to 5 year-olds」can settle as educational basis of stable educational policy in the future. Research questions are the following. 1. What are the trends of early childhood teachers' perception and implementation of Nuri curriculum? 2. What are the differences between early childhood teachers' perception and implementation of Nuri curriculum? 3. What are the differences between perception and implementation of Nuri curriculum according to early childhood teachers' general background variables? A survey was used to investigate the difference between teachers' preception and implementation level of「Nuri curriculum by age for 3 to 5 year-olds」. The survey on early childhood teacher's preception and implementation of Nuri curriculum was created based on 2013 「Nuri curriculum by age for 3 to 5 year -olds」 handbook and guidelines for teachers. There were 9 questions on general background variable of teachers, and 42 questions on 「Nuri curriculum by age for 3 to 5 year-olds」 handbook. Questions on guideline for teachers were constituted about details of 5 sub-criteria. Teachers for 3 year-olds were asked in total 105 questions, teachers for 4 year-olds 131 questions, teachers for 5 year-olds 139 questions. Surveys for teachers were teacher rating 5-point Likert scale from 1 'strongly disagree' to 5 'strongly agree' to measure perception and implementation. The appropriateness of contents in survey of this research was certified by 5 Ph. D. specialists in early childhood education. The research subjects were 2013 present-day teachers in charge of Nuri curriculum for 3 to 5 year-olds. In total, 343 teachers, 162 early childhood teachers from 22 kindergartens and 181 early childhood teachers from 40 daycare centers, were targeted. 318 surveys, 162 from kindergartens and 156 from daycare centers, were retrieved, showing 93% of retrieval rate. Research methods are the following. Before conducting actual research, a pre-test was carried out to test appropriateness of research tool, required time, any problems of survey on perception and implementation level of Nuri curriculum. The pre-test was done on 30 present-day teachers, who were not subject of actual research, in charge of Nuri curriculum for 3 to 5 year-olds, during 2013 June 17th to 19th. Since the result of the pre-test did not show any problem of the survey, it was used in the actual research. The actual research targeted 343 early childhood teachers, 162 from 22 kindergartens and 181 from 40 daycare centers, who were in charge of Nuri curriculum for 3 to 5 year-olds. The distribution of surveys was done either directly or by mail from 2013 June 20th to July 1st, and in total 318 surveys were retrieved during 2013 June 27th to July 15th, which amounts to retrieval rate of 93%. The retrieved 318 surveys were analyzed statistically. This research used PASW 18.0 program to analyze the difference of early childhood teachers' perception and implementation about Nuri curriculum. Results of this study were as follows; First, the general trend of early childhood teachers' perception and implementation was analyzed by average and standard deviation. Second, to see the difference between perception and implementation of Nuri curriculum for the entire group of early childhood teachers surveyed, matching sample t-test was used. Third, to see the difference between perception and implementation according to early childhood teachers' general background variables (age, level of education, work experience, age of children he/she is in charge of, type of work facility, job position, whether he/she is in charge of Nuri curriculum class). implementation score was subtracted from perception scores, and according to the size of group, either independent sample t-test or one-way analysis of variance was conducted. In case of one-way analysis of variance, to see groups with difference, Scheffé post hoc test was carried out. Early childhood teachers' perception and implementation of 「Nuri curriculum by age for 3 to 5 year-olds」were both shown very high. Also, There was significant difference between early childhood teachers' perception and implementation of Nuri curriculum. There was not statistically significant difference between perception and implementation according to early childhood teachers' general background variables such as age, level of education, work experience, type of work facility, job position, and whether he/she was in charge of 2012 Nuri curriculum class. However, there was significant difference between early childhood teachers' perception and implementation of Nuri curriculum according to the age of children that they were in charge of.


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