포커스그룹 인터뷰를 통해 살펴본 주제중심 통합교육과정에 대한 초등학교 1학년 교사의 인식 및 요구 분석: 유·초 연계교육을 중심으로

초록

The purpose of this study is to explore elementary school first grade teachers' perception and needs on theme-based integrated curriculum, and provide implication on revising curriculum and supporting teaching-learning. Twelve first grade teachers at elementary schools located in Seoul, Gyeonggi-do, and Incheon participated in this study and the data were collected by focus-group interview. The results were as following: First, the teachers overall recognized that the theme-based integrated curriculum reflected the children's real life, peculiarities of development, and continuity between kindergarten and elementary school. Second, the teachers realized that excessive workload, stable management of school, and complaints by parents influenced the operation of theme-based integrated curriculum. Third, The teachers demanded to revise theme-based integrated curriculum to take more consideration of children and desired to have an opportunity to interact with kindergarten's teachers implementing the Nuri curriculum. Additionally, they demanded expansion of classroom space, environment composition using unused classrooms, and reorganization of the NEIS system to encourage children to more actively participate in classes. Lastly, the teachers urged teachers' and parents' attention in order to ensure successful, theme-based integrated curriculum management, and in particular emphasized the mandatory education of parents.

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