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An Inquiry into Early Childhood Teachers’ Perceptions of Teacher Agency in Curriculum Implementation

임부연|임현량
한국유아교육학회 (The Korean Society For Early Childhood Education)|2022.12|International Journal of Early Childhood Education|제28권 제2호|pp. 59-80|DOI 10.18023/ijece.2022.28.2.004

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curriculum implementation유아교사교육과정 실행early childhood teacherteacher agency교사 행위주체성교사행위자성
주제분류교육학

초록

This study explores early childhood teachers’ perception of teacher agency that emerges in the process of implementing the curriculum. The aim is to discover how teacher agency emerges in the context of early childhood teachers. To this end, in-depth interviews with early childhood teachers were conducted. The results revealed that early childhood teachers accepted the assumption based on their practice by sensory perception. They not only performed their practice composed of dominant curriculum discourse but also transformed it and created a gap in the existing order. The early childhood teachers’ perceptions of teacher agency have the categories of ‘encountering events that make rethink the customary practices’ and ‘creating cracks in the mold of early childhood education institutions.’ The context where teacher agency emerges could be divided into the categories of ‘teachers’ practice that varies depending on the situation’ and ‘exploring the process of teacher agency emerges.’ The results of this study are expected to serve as a basis for further research to prepare the structure and context of educational practice that can lead to active actions of early childhood teachers.

Abstract

This study explores early childhood teachers’ perception of teacher agency that emerges in the process of implementing the curriculum. The aim is to discover how teacher agency emerges in the context of early childhood teachers. To this end, in-depth interviews with early childhood teachers were conducted. The results revealed that early childhood teachers accepted the assumption based on their practice by sensory perception. They not only performed their practice composed of dominant curriculum discourse but also transformed it and created a gap in the existing order. The early childhood teachers’ perceptions of teacher agency have the categories of ‘encountering events that make rethink the customary practices’ and ‘creating cracks in the mold of early childhood education institutions.’ The context where teacher agency emerges could be divided into the categories of ‘teachers’ practice that varies depending on the situation’ and ‘exploring the process of teacher agency emerges.’ The results of this study are expected to serve as a basis for further research to prepare the structure and context of educational practice that can lead to active actions of early childhood teachers.

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