미래 소양에 대한 유치원 교사의 인식 조사

Abstract

The purpose of this study is to provide basic data for planning a field-oriented future literacy curriculum in fostering prospective early childhood teachers in teacher training institutions by examining the perception of future literacy of early childhood teachers, who are experts in early childhood education. The subjects of this study are 139 incumbent teachers at private kindergartens in Gyeonggi-do. Through the survey, data were collected on the level of awareness of current early childhood teachers about future literacy, understanding the content, and opinions on the application of the future literacy curriculum. One-way ANOVA was conducted to find out differences in future literacy according to kindergarten teachers' demographic background, and kindergarten teachers' perceptions of future literacy and application were analyzed by frequency and percentage. The results of the study are as follows. First, as a result of kindergarten teachers' general perception and content understanding of future literacy, 85.6% listened to the term for future literacy in class (44.6%) and in college class, major subjects accounted for the highest percentage. Future literacy content was recognized in the order of "autonomy and responsibility," "creative convergence literacy," "human rights, peace," "eco-friendly energy," and "climate and environmental change response." Second, the difference in demographic background on future literacy perception was the highest among kindergarten teachers aged 35 or older, graduates from master's and academic backgrounds, and with more than 10 years of teaching experience. Teachers from master's degrees were high in terms of the necessity of applying the future literacy curriculum, and teachers aged 35 or older showed the highest willingness to participate in training for future literacy. Third, the application of the future literacy curriculum was high in the order of 'needs a little' and 'normal'. As for the type of subject related to application, 'major subject' was the most common. Through this study, it is expected that the foundation for future literacy education will be laid in early childhood education academia and field, and the contents related to future literacy education will be systematically applied to the curriculum of teacher training institutions.