학교 교육과정 운영에 관한 교사의 내러티브 탐구 = A Study on Teacher`s Narrative Inquiry-experience of Curriculum Implementation in the School

다국어 초록 (Multilingual Abstract)

This study is the case study on teachers` experience on curriculum implementation in the school by narrative inquiry. In this study, narrative inquiry is a way of understanding the teachers` experience of implementing and developing the curriculum by telling and retelling the experience of the lives as a teacher. The research questions of this study are summarized as follows; 1. What is the educational meaning of the teachers` experience in implementing the National Curriculum and developing school based curriculum? 2. What is the educational significance of the narrative inquiry on studying the curriculum? To solve these problems, we made use of the narrative inquiry, especially autobiographic writings which are a powerful method of understanding experience. Our excitement and interest on narrative inquiry has its origins in our interest in experience The results of this study show that the teachers` experience of developing and implementing the curriculum has influenced on their identities as teachers. Sometimes, teachers conceal their identity in being placed out of classroom landscape. Teachers` identies that are forming are consequent on their experience in developing and implementing the curriculum. The results give a suggestion in studying teachers` experience of developing and implementing the curriculum by narrative inquiry. The necessity of the understanding of the teachers` experience is acknowledged in curriculum study. When the teachers are the curriculum implementer and the curriculum developer, they feel the school curriculum is more significant for their lives as a teacher in the school. In addition, the result shows that the process of this narrative inquiry can be a useful method applied to the curriculum study for exploring the teachers` experience. In this study, narrative inquiry processes are summarized as follows: 1) selecting the object of field texts (in this study, by the autobiography method). 2) composing the field texts bewaring reductionism and formalism. 3) composing the research texts by the analysis of field texts.