2007년 개정 ‘우리들은 1학년’ 교과에 대한 교사들의 인식

Abstract

This study surveyed teachers’ perceptions of the 2007 revised ‘We are the first graders’ regarding its functions, management and needs. Data was collected through individual and small group interviews with 14 elementary teachers and was analyzed according to the qualitative method. The major findings of the study are as follows; First, teachers understood that the subject ‘we are the first graders’ has the functions of helping youngsters in adapting to and exploring school life, and connecting their learning experiences. The problems they saw concerned overlapping content strands, a mismatch between development and content, and vague, weak localization Second, when teachers managed ‘we are the first graders’ class, they received their know-how from discussions with their senior teachers who was leading the same grade and depended on various teaching materials. Teachers managed the subject with discretion. The majority of teachers suggested they had difficulties in management because of differences in educational circumstance, employing teacher discretion and the like. Lastly, to achieve effective management, teachers cited a need for diversification of the subject’s content, abundant teaching aids, construction of a more suitable learning environment, and knowledge and information about first graders’ developmental characteristics and kindergarten curriculum.