Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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A Study on Childcare Teachers' Cooperation Experiences with Nuri Curriculum Teaching Assistants

어린이집 담임교사와 누리과정 보조교사의 협력 경험에 대한 연구

  • 조주연 (인하대학교 인하아동발달센터) ;
  • 양성은 (인하대학교 아동학과)
  • Received : 2016.04.30
  • Accepted : 2016.06.16
  • Published : 2016.06.30
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Abstract

Objective: The aim of this study was to achieve a qualitative understanding of childcare teachers' cooperation experiences with Nuri curriculum teaching assistants. Methods: The study adopted a qualitative research design. Participants comprised 23 childcare teachers working with Nuri curriculum teaching assistants. Focus group interviews were conducted to discuss their cooperation experience with the teaching assistants. Qualitative themes analyses were carried out following individual-level analyses, group-level analyses, and cross-group-comparisons. Results and Conclusion: The results showed that childcare teachers, at first, had low expectation for Nuri curriculum teaching assistants because they have ambiguous job descriptions. However, the teachers' actual interactions exhibited cooperation effects on improving the quality of childcare. Childcare teachers suggested the ways to promote cooperation between childcare teachers and Nuri curriculum teaching assistants at individual and systemic levels.

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References

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