본 연구는 5세 누리과정을 실행하는 교사의 5세 누리과정에 대한 인식과 실행수준을 살펴보아 5세 누리과정의 시행과 정착에 도움이 되는 시사점을 찾는 데 목적이 있다. 이를 위하여 서울시에 소재한 유치원과 어린이집에서 5세 누리과정을 실행하는 유치원교사와 어린이집 교사를 대상으로 설문조사가 이루어졌다. 조사대상은 총 828명으로 유치원 교사 437명과 어린이집 교사 391명이었다. 연구결과, 첫째, 교사들은 5세 누리과정에 대하여 긍정적으로 인식하고 있었으며, 실행 및 지원에 대한 인식보다 관심 및 적절성에 대한 인식을 더 높게 하고 있었다. 교사의 배경변인에 따라 인식정도에 차이가 나타났으며, 교사의 경력과 학력이 높을수록, 국공립 유치원과 국공립 어린이집 교사인 경우, 학급이 단일연령으로 구성된 경우 교사의 5세 누리과정에 대한 인식정도가 더 높은 것으로 나타났다. 둘째, 교사들은 5세 누리과정을 익숙하게 실행하고 있는 것으로 나타났다. 방법, 내용, 자료, 이론적 근거 및 성격, 목표, 평가의 순으로 실행수준이 높은 것으로 나타났으며, 교사의 경력과 학력이 높을수록, 어린이집인 교사인 경우, 국공립 유치원과 국공립 어린이집 및 직장/법인 어린이집인 교사인 경우, 단일 연령 학급 교사인 경우 5세 누리과정 실행수준이 더 높았다. 셋째, 5세 누리과정 인식정도가 높은 교사의 실행수준이 높았다. 관심 및 적절성 인식정도보다 실행 및 지원 인식정도에 따른 5세 누리과정 실행 수준의 상위집단과 하위집단 간 차이가 큰 것으로 나타났다.
Korea’s Common Curriculum for age 5, the Nuri Curriculum, mandated by President Lee in 2011, began implementation in 2012. Of necessity, the Nuri is in a phase in which pre-and in-service training need to be worked out regarding implementation, support, monitoring as well as in-depth comprehension of goals and content. This study was undertaken to identify factors involved in assisting teachers in the successful implementation and understanding of its goals, content and strategies. To do this, we need to know how teachers perceive the Nuri curriculum and the level of their use of it at this time. We designed our research to look for personal characteristics and variables which would influence a teacher’s perceptions and use as well. The subjects are 828 teachers, working at kindergartens and daycare centers which have adopted Nuri curriculum in Seoul. Data on teacher perceptions and their level of use of Nuri were obtained from a survey using mail, email, or fax from July to October in 2012. For analysis of the data frequency, percentage, average and standard deviation, t-test,onewayANOVA,andSchefféposttestwereused as needed for individual questions. The results of the research are as follows. 1)Teachers perceived Nuri curriculum for age 5 positively, and their perception was higher in attention and adequacy than in implementation and support. The degree of their perception differed according to their background variables. Teachers with the highest regard for Nuri curriculum had more teaching experience and level of education, worked at public kindergartens and public daycare centers, and taught same-age classes. 2) Results show that teachers were implementing Nuri curriculum skillfully. Their level of use from highest to lowest were in method, educational content, materials, theoretical supports, characteristics, aims and evaluation. The levels were different from other variables except class management types. The levels were higher if teachers had longer teaching experience and a higher education level, worked at daycare centers, public kindergartens, public daycare centers, and workplace or corporate daycare centers, and same-age classes. The levels were different from domains according to background variables, including teaching experience, level of education, institute type, establishment type, class management type, and same/mixed age classes. 3) Teachers who had highly perceived the curriculum showed a higher performance level. Especially, if the degree of teachers’ perception for attention and adequacy was high, there were differences in aims and theoretical support and characteristics among the subordinate domains of the level. If teachers had highly perceived implementation and support, they performed differently in the domains of materials and aims. Moreover, results reveal a great difference between high and low perception in the level of use of the Nuri curriculum. The degree of perceiving implementation and support, as compared to the degree of perceiving attention and adequacy was vastly different. The level of use for Nuri curriculum was different from teachers’ background variables and the degree of perceiving the curriculum. Especially, results reveal a large difference in teachers’ perceiving implementation and support, which highlighted the importance of support for implementing Nuri curriculum. Therefore, support plans which take teachers’ background variables into consideration are needed. Recommendations based on this research: First of all, arrange support system considering characteristics and requests according to teachers’ background variables to implement age-specific Nuri curricula starting from 2013. Second, supplement teacher training in order to enhance teachers perception for Nuri curriculum because the results show differences in program evaluation and level of use corresponding to the degree of teachers’ perception of Nuri curriculum for age 5. Third, for the most complete and positive implementation of this Nuri curriculum, parent education and well-thought out public relations are necessary in order to improve parents’ perceptions for complete implementation of Nuri curriculum.
