교사의 교육과정 관련 인식과 교육과정 재구성의 구조적 관계 비교

장봉석 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.2

The purpose of this research is to analyze the structural relation among teachers’ curriculum satisfaction, understanding of curriculum, need of curriculum reconstruction, and the degree of curriculum reconstruction as well as the moderator effect of school level. The survey data were collected from 316 in-service teachers, and SPSS 21 and AMOS 21 were used to implement descriptive analysis, correlation analysis, and structural equation modeling. As results, first, curriculum satisfaction is a negatively predicting variable toward the degree of curriculum reconstruction at the significance level. Second, understanding of curriculum showed positive impact on need of curriculum reconstruction. Third, need of curriculum reconstruction positively predicted the degree of curriculum reconstruction. Fourth, moderator analyses showed different structural relations by the school level: for elementary school teachers, it revealed that curriculum satisfaction toward need of curriculum reconstruction and need of curriculum reconstruction toward the degree of curriculum reconstruction were predicting variables at the significance level. However, more predicting variables in case of secondary school teachers explained dependent variables such as curriculum satisfaction on the degree of curriculum reconstruction, understanding of curriculum on need of curriculum reconstruction, and need of curriculum reconstruction on the degree of curriculum reconstruction. Results were discussed to increase interest and participation of teachers on curriculum reconstruction. 이 연구는 교사의 교육과정 만족도, 교육과정 이해도, 교육과정 재구성 필요성, 교육과정 재구성 수준의 관계를구조방정식 모형을 통해 종합적으로 정리하고, 학교 급에 따른 조절 효과를 확인하기 위해 실시되었다. 연구를 위해교사 316명의 설문 자료를 활용하였으며, SPSS 21과 AMOS 21 프로그램을 통해 분석하였다. 연구 결과로서 첫째, 교육과정 만족도는 교육과정 재구성 필요성에 통계적으로 유의한 부적 영향을 주는 것으로 나타났다. 둘째, 교육과정이해도는 교육과정 재구성 필요성에 정적 영향을 주는 요인으로 나타났다. 셋째, 교육과정 재구성 필요성은 교육과정재구성 수준에 대한 정적 영향 요인임이 밝혀졌다. 넷째, 구조방정식 모형을 집단별로 분리하여 살펴본 결과, 초등교사 모형에서는 교육과정 만족도가 교육과정 재구성 필요성에 대해 부적 영향을, 교육과정 재구성 필요성이 교육과정재구성 수준에 대해 정적 영향을 주는 것으로 나타났다. 반면에 중등 교사 모형에서는 교육과정 만족도가 교육과정재구성 필요성에 대해 부적 영향을 주고, 교육과정 재구성 수준에 대하여 정적 영향을 주는 것으로 나타났다. 또한교육과정 이해도가 교육과정 재구성 필요성에 대하여 정적 영향을 주고, 교육과정 재구성 필요성이 교육과정 재구성수준에 대하여 통계적으로 유의한 수준에서 정적 영향을 주는 것으로 나타났다. 마지막으로 교육과정 재구성에 대한영향 요인과 조절 효과에 대한 연구 결과를 중심으로 논의점을 제시하였다.

국내 교육과정 재구성 연구에서 살펴본 개념, 접근법, 교사 전문성 고찰

박윤정(Park Youn Jung),서효정(Seo Hyojeong),강은영(Kang Eunyoung) 한국특수교육교과교육학회 2021 특수교육교과교육연구 Vol.14 No.4

본 연구는 국내 교육과정 재구성 관련 선행연구를 종합적으로 고찰함으로써 교육과정 재구성에 대한 개념적 이해도를 높이기 위한 기초자료 제공에 목적을 두었다. 총 66편의 선행연구를 교육과정 재구성의 개념적 정의, 접근법의 특징(학습자 특성, 내용 구성 및 전개, 교수·학습 방법, 절차), 교사 전문성(교사 역량, 교사교육)에 주안점을 두고 분석틀에 의거하여 분석을 실시하였다. 주요 결과로 첫째, 교육과정 실행 주체인 교사의 실천적 행위에 의미를 두고 교육과정 재구성을 정의하였다. 둘째, 교육과정 재구성의 주요 특징으로 ① 학습자의 특성을 반영한 실제적 학습의 구현, ② 성취기준, 내용영역/요소, 역량, 기능, 주제 중심 교육과정 재구성 방식, ③ 교과서/학습자료, 수업모형, 프로젝트 학습의 적용, ④ 출발점으로 성취기준과의 유기적 관련성, 내용 및 방법의 재구성 절차 실행이 나타났다. 셋째, 교사 전문성으로는 교육과정 문해력과 교육과정 재구성에 대한 이론적·실천적 역량의 강화, 교사교육 내용 및 운영 방식의 다양화, 지원체계 구축의 필요성이 나타났다. 연구문제별 주요 결과를 바탕으로 특수교육에서의 교육과정 재구성 관련 시사점을 논의하고 후속 연구를 위해 제언하였다. The purpose of this study was to provide fundamental data to increase the conceptual understanding of curriculum reconstruction by comprehensively analyzing previous domestic studies related to curriculum reconstruction. A total of 66 studies were examined based on the analytic framework, which focused on conceptual definition of curriculum reconstruction, characteristics of curriculum reconstruction approach (learners’ characteristics, content composition and development, teaching and learning methods, and procedures), and teacher expertise. The study results were as follows. First, curriculum reconstruction was defined based on the teachers’ practical actions, who take the main roles when reconstructing the curriculum. Second, the main features of curriculum reconstruction were (a) the realization of learning that reflects the characteristics of learners, (b) achievement standards, content area/element, competency, function, and subject-centered curriculum reconstruction methods, (c) the use of textbook/learning materials, instructional models, project learning, and (d) the curriculum reconstruction’s close relation with achievement standards as well as the implementation of curriculum reconstruction procedure in contents and methods. Third, as for the professionalism of teachers, it was necessary to strengthen the theoretical and practical competencies for curriculum literacy and curriculum reconstruction, to diversify the contents and operation methods of teacher education, and to build a system to support teachers. Based on the main results of each research question, the implications of restructuring the curriculum in special education were discussed and directions for future studies were provided.

내러티브 중심의 교육과정 재구성 방향 탐색

전현정 ( Hyun Jeong Jeon ),강현석 ( Hyeon Suk Kang ) 한국교육철학회 2011 교육철학 Vol.44 No.-

The purposes of this study is to understand the concepts and needs of the narrative thinking style and to provide the basic lines of narrative-oriented curriculum reconstruction and diverse options for the reconstruction. For those purposes, the research tasks are as follows.: First, the theoretical base of narrative and curriculum reconstruction are discussed. Second, the basic matters of narrative-based curriculum reconstruction is investigated based on the teacher`s narrative and individual and practical knowledge. Third, based on the two tasks above, three lines of narrative-based curriculum reconstruction are constructed. Using the interpretive framework to decide which perspective would be taken in analyzing the curriculum throughout all the stages of curriculum reconstruction, three lines were summarized as follows.: First, the curriculum potential is the implementing the value of curriculum itself and refers to the strategy to perceive and conceive the capacity of curriculum materials differently according to the teachers` individual knowledge. Second, the curriculum interpretation is meaning making of curriculum and focuses on the construction of the meanings of each curriculum material differently according to the teachers` individual knowledge and experience. Third, action research will exert meaningful impacts on the teachers` reflection on their own lessons and their improvement efforts, as well as the curriculum reconstruction.

소설 재구성 교육의 전개 양상과 창작교육적 전망 - 제7차~2015 교육과정 중⋅고등학교 국어 교과서를 중심으로 -

김근호 한국문학교육학회 2024 문학교육학 Vol.- No.82

소설 재구성 교육은 본격적인 소설 창작을 위한 과도기적 성격을 지님과 동시에 재구성 그 자체로도 유의미한 창작교육적 가치를 지닌다. 창작교육이 교육과정에 반영된 제7차 교육과정 이후 지금까지 시간이 꽤 흘렀는바, 그에 따라 창작교육의 한 축인 소설 재구성 교육이 어떻게 진행되어왔는지를 검토할 필요가 있다. 우선 소설 재구성의 개념을 검토하여 정돈할 필요가 있는데, 장르 내적 재구성으로 기성 소설 읽고 ‘채우기’, ‘덧붙이기’, ‘바꾸기’, ‘새로쓰기’ 등을 들 수 있고, 장르 외적 재구성으로 ‘장르 변용’과 ‘매체 변용’을 들 수 있다. 제7차 교육과정 이후의 중․고등학교 국어 교과서를 검토한 결과, 우선 제7차 교육과정은 공감 중심 재구성 활동의 편향성을 보였다. 다음으로 2007 교육과정에서는 재구성 유형 다양화가 시작되는 맹아적 수준을 보임으로써 그 다음 교육과정의 발전적 모습을 가능하게 했다. 그 다음 2009 교육과정에서는 소설 재구성 활동이 양적으로 증대됨과 동시에 각 세부 유형이 고루 분포하는 균형성을 보여주었다. 마지막으로 2015 교육과정에서는 장르 및 매체 변용 활동이 그 이전보다 부쩍 늘어났고 소설 재구성 활동의 전체 횟수도 고루 증대되었다. 이처럼 소설 재구성 교육은 점차 그 외형을 균형 있게 갖추어가며 시대 변화의 흐름도 능동적으로 수용해왔다. 그런데 7차 이후 교육과정의 전개 과정에서는 중․고등학교 국어 과목의 소설 재구성 교육이 다소 약화되거나 은폐되는 방식을 보였다. 하지만 그와는 달리, 교과서에서는 소설 재구성 교육이 점차 다채로워지고 언어 및 소통 환경의 변화를 적극적으로 담아내는 아이러니를 보여준다. 소설 재구성 교육이 조금씩 진전되어온 점을 감안하면서도, 앞으로 소설 재구성 교육의 발전을 위해 향후 소통 차원에서의 다중적인 맥락 관여성을 충실히 고려하고, 비평적 읽기와 창조적 생산의 균형이 갖추어지도록 보완하며, 재구성 활동의 절차와 과정을 상세화하려는 노력을 기울여야 하겠다. Novel reconstruction education has a significant creative educational value in itself as well as a transitional meaning for full-fledged writing novel. Since the 7th curriculum, when creative writing education was reflected in the curriculum, it is necessary to examine how novel reconstruction education, which is one of the pillars of creative writing education, has progressed accordingly. First of all, it is necessary to review and organize the concept of novel reconstruction. There are “fill”, “add”, “change”, and “rewrite” as internal reconstructions of the genre, and “genre transformation” and “media transformation” as external reconstructions. As a result of reviewing the Korean language textbooks of middle and high schools after the 7th curriculum, first of all, the 7th curriculum showed a bias in empathy-centered reconstruction activities. Next, in the 2007 curriculum, the developmental aspects of the next curriculum was possible by showing the beginning level that diversifies the reconstruction type. Then, in the 2009 curriculum, novel reconstruction activities increased quantitatively and at the same time showed a balance in which each detailed type was evenly distributed. Finally, in the 2015 curriculum, genre and media transformation activities increased significantly compared to before, and the total number of novel reconstruction activities increased evenly. As such, novel reconstruction education has gradually balanced its appearance and actively accepted the flow of changes in contemporary social environments. However, in the course of the development of the curriculum after the 7th, novel reconstruction education in the Korean language subjects of middle and high schools was somewhat weakened or concealed. However, on the contrary, textbooks show the irony that novel reconstruction education becomes increasingly diverse and actively contains changes in language and communication environment. While considering that novel reconstruction education has progressed little by little, our efforts should be made to faithfully consider multiple contextual involvements in the communication level, to complement critical reading and creative production, and to make detail of the procedure and process of reconstruction activities.

어린이집 만 3~5세 혼합연령학급 교사의 누리과정 재구성 사례연구

이정욱 ( Lee Jeong-wuk ),류승희 ( Ryu Seung-hee ) 한국유아교육학회 2020 유아교육연구 Vol.40 No.4

본 연구는 어린이집 만 3~5세 혼합연령학급 교사의 국가수준 교육과정을 재구성하는 방식과 이를 결정하는 근거를 살펴본 사례연구이다. 연구참여자는 만 3~5세 혼합연령 2학급의 교사들이며, 3~5세 연령별 누리과정을 어떠한 방식으로 재구성하여 실행하는지 단일도구적 사례연구 방법으로 알아보았다. 연구결과, 혼합연령학급의 교육과정 재구성은 주제중심 통합교육과정을 계획, 실행하는 과정에서 다양한 방식으로 이뤄지고 있었다. 교육과정 계획 단계에서는 교사 간 협의에 근거하여 ‘올해 연간교육계획안 주제의 재구성’, ‘전년도 교육과정 소주제의 재구성’, ‘소주제를 조직자로 5개 영역 통합에 의한 재구성’, ‘연령별 누리과정의 수준별 재구성’의 방식으로 교육과정 재구성이 이뤄졌다. 교육과정 실행 단계에서는 교사 개인의 판단에 근거하여 ‘유아들의 흥미를 따르기 위한 단위활동의 첨가와 삭제’, ‘개별 유아의 수준에 맞춘 맞춤 설계’의 방식으로 교육과정 재구성이 이뤄졌다. 이러한 결과를 바탕으로 혼합연령학급에서도 교육과정 재구성이 다채롭게 이뤄질 수 있으며, 교육과정 재구성에서 교사 협의와 교사 개인의 판단이 갖는 의미를 논하였다. 마지막으로 본 연구결과를 바탕으로 개정 누리과정 실행과 관련된 후속연구를 제언하였다. This case study examines how ‘Nuri curriculum for ages 3~5’, as a national curriculum, is reconstructed in the multi-aged classes of 3~5 year old children. Participants were consisted of two teachers of multi-aged classes for 3~5 year old in a child care center. Data was collected through participant observation, formal and informal teacher interviews, and documentation. The result of this study showed that the curriculum reconstruction in the multi-aged classes was carried out in various ways in the process of planning and implementing theme-based integrated curriculum. In the curriculum planning stage, teachers conducted curriculum reconstruction based on teachers collaboration such as ‘changing the pre-planned annual themes based on children’s responses’, ‘reorganizing the previous year’s themes’, ‘integrating 5 areas of Nuri curriculum by the sub-themes’, and ‘reconstructing the age-based Nuri curriculum into a level-based curriculum’. In the curriculum implementing stage, curriculum reconstruction was based on the individual teacher’s judgement, expressed as ‘addition and deletion of unit activities to follow the interests of children’, and ‘unit activities customized for each child’. Based on these results, various ways of curriculum reconstruction were discussed. Also, the meaning of both teachers’ collaboration and an individual teacher’s judgement in the curriculum reconstruction was discussed.

교사들의 교육과정 재구성 실천 경험에 대한 사례연구

서경혜 ( Kyoung Hye Seo ) 한국교육과정학회 2009 교육과정연구 Vol.27 No.3

The purpose of this study was to gain an in-depth understanding of teachers` experience of reconstructing national curriculum. For this purpose, two cases were selected. One was an individual teacher`s reconstruction of national curriculum and the other was teachers` collaborative reconstruction of national curriculum. Employing various methods including interviews, observations, and collection of curriculum materials, this study investigated the reasons, purposes, and methods of teachers` reconstruction of national curriculum and the issues or difficulties teachers encountered while reconstructing national curriculum. The findings showed that teachers` reconstruction of national curriculum focused on the method of teaching curriculum. Teachers rarely reconstructed the content of curriculum. Their reconstruction focused on how to effectively teach curriculum, that is, method. The separation of content and method in teachers` reconstruction of national curriculum was mostly due to the standardized test. Because the standardized test was taken from the national curriculum, teachers needed to cover all the content in the curriculum and so had little discretion to reconstruct the content. Teachers` collaboration would help resolve some of these issues, but it also presented other issues. Often collaboration was imposed upon teachers and so it became distorted. Under these difficulties teachers` reconstruction of national curriculum became very limited and rather reinforced the role of delivering the curriculum to students.

특수교사의 특수교육 교육과정 이해와 교육과정 재구성 인식 및 실천에 관한 연구

김동인,정은희 한국청각언어장애교육학회 2019 한국청각·언어장애교육연구 Vol.10 No.2

The purpose of this study is to examine the understanding of curriculum, the recognition of curriculum reconstruction, the practice of curriculum reconstruction and the support needs for special teachers. For this purpose, a survey was conducted on 134 special education teachers in infant, elementary and secondary schools in Jeonnam. Results First, the understanding of the 2015 special education curriculum was higher than medium. Elementary special education teachers showed a better understanding of the 2015 special education curriculum than infant and secondary special education teachers. Second, although special education teachers recognized the necessity of reconstructing the curriculum, the shorter their careers were, the more difficulties they experienced in finding effective methods. Third, the factors that hinder the reconstruction of the curriculum were lack of preparation time and lack of methodological knowledge and experience. Fourth, there was a positive correlation between the understanding of special education curriculum and the practice of reconstruction. Lastly, in order to practice reconstruction of the curriculum, it was required to disseminate reconstruction example materials, to provide practical training, and to reduce workload. Based on these results, we discussed how to support curriculum reconstruction practices, such as raising awareness of curriculum reconstruction, mentoring of experienced teachers and low-career teachers, hands-on training and sharing reconstruction cases, The development of evaluation tool for teacher's curriculum expertise and the development of reconstruction manual. 이 연구는 특수교사의 교육과정에 대한 이해도, 교육과정 재구성에 대한 인식, 그리고 교육과정 재구성 실천 실태와 지원 요구 사항을 알아본 것이다. 이를 위하여 전남 지역 유아․초등․중등 특수교사 134명을 대상으로 조사하였다. 연구 결과 첫째, 특수교육 교육과정에 대한 이해도는 보통 이상이었고, 초등특수가 유아특수와 중등특수보다 높게 나타났다. 둘째, 교육과정 재구성에 대한 필요성은 높게 인식하고 있지만 경력이 낮을수록 어려움을 겪고 있었다. 셋째, 교육과정 재구성을 저해하는 요인은 준비 시간 부족, 방법론적 지식과 경험 부족 순으로 나타났다. 넷째, 교육과정 이해도와 재구성 실천 간, 그리고 교육과정 재구성 인식과 재구성 실천 간 모두 정적상관관계를 보였다. 마지막으로 교육과정 재구성 실천을 위해서는 예시 자료 보급, 실제적인 연수, 업무 경감 등을 요구하였다. 이와 같은 결과와 함께 교사 멘토링, 실습 중심의 연수, 재구성 사례 공유 등 지원 방법에 대해 논의하였고, 교육과정 전문성에 대한 평가 도구 개발, 재구성 매뉴얼 개발 등에 대해 제언하였다.

초등학교 교사들의 교육과정 관련 인식이 교육과정 재구성에 미치는 영향

박윤경 ( Yun Kyoung Park ),정종성 ( Jong Seong Jeong ),김병수 ( Byoung Soo Kim ) 한국초등교육학회 2016 초등교육연구 Vol.29 No.2

This study was conducted to identify paths on which elementary school teachers’ satisfactions and understandings of curriculum and their perceptions of need for curriculum reconstruction affect actual curriculum reconstruction. Additionally, years of teaching and experiences in inservice teacher education were analyzed as moderating variables. A total of 297 teachers participated in this survey research. Findings are as follows. First, teachers’ satisfactions of curriculum and textbooks had a direct influence on their perceptions of need for curriculum reconstruction, but not on actual curriculum reconstruction. Second, teachers’ understandings of curriculum did not affect their perceptions of need for curriculum reconstruction and actual curriculum reconstruction. Third, teachers’ perceptions of need for curriculum reconstruction had a direct influence on actual curriculum reconstruction. Fourth, significant paths were found regarding years of teaching, teachers’ perceptions of need for curriculum reconstruction, and actual curriculum reconstruction. Fifth, significant mediating influences were identified for teachers with more than 20 years of teaching experience and teachers with no inservice teacher education. Based on the findings, several suggestions were described regarding the mechanism in which elementary school teachers actually reconstruct curriculum.

초등학교 교육과정 재구성 우수 사례 교사가 갖는 교육과정 문해력의 특성 연구

박윤경,김미혜,장지은,김동원 청주교육대학교 교육연구원 2017 학교와 수업 연구 Vol.2 No.2

"The purpose of this study is to supplement a theoretical discussion on teachers’ curriculum literacy by excavating exemplary case teachers for curriculum reconstruction and identifying their characteristics of curriculum literacy. For this, this study conducted a case study based on the materials from the literature. In details, this study selected a book related with curriculum reconstruction written by two teachers who conducted a leading role in curriculum reconstruction in the field and analyzed reconstruction cases that were introduced to the book. The analysis of the materials from the literature in this study was a qualitative content analysis, and the content analysis was conducted focusing on the characteristics of curriculum reconstruction cases. From the results of the analysis, this study found in two teachers' cases the common points as follows. First, the two teachers reconstructed the curriculum by setting up an objective of education for a year beyond reconstructing textbooks to prepare classes by the session unit and positively interpreting the national curriculum. Second, the two teachers showed the recognition that ‘learning’ should be placed in the center of every reconstruction of curriculum and that the curriculum should be prepared and operated with the cooperation of every member of education community. Third, the two teachers emphasized on integrative recognition about the subjects other than the subject professionalism. As a result, the characteristics of complete and flexible reconstruction of the curriculum at a textbook level were shown to the two teachers. In conclusion, the two teachers’ curriculum literacy was found to be extended to a level of ‘writing’ and ‘constructing (exceeding reconstruction)’, that is, beyond the levels of national curriculum and/or ‘reading’ and ‘implementation’ about the textbooks."

두 교사의 교육과정 재구성 이미지에 의한 2007 개정초등사회과교육과정 실행양상 해석

한광웅 한국사회교과교육학회 2010 사회과교육연구 Vol.17 No.4

Researcher is described in detail two teacher’s 3, 4 grade social studies instruction applied 2007’s revision primary social studies curriculum and is discovered instruction pattern action revision curriculum by analyzed that content. If Pak teacher is tried soundly representation of revision curriculum at instruction, Choi teacher is seen instruction pattern transform revision curriculum. Pak teacher is constructed three activity by the way of correspondense with a textbook structure. This is closely linked with Pak teacher is tried soundly representation of revision curriculum at instruction. But Choi teacher is acted dual decisionmaking instruction strategy use episode by the way of revision, supplement, and replacement with a textbook content. Researcher is interpreted their instruction pattern by two teacher’s curriculum reconstruction image. Pak teacher’s curriculum reconstruction image, ‘curriculum faithfully perform’ and ‘aim at education content standard’ concur in Pak teacher’s instruction pattern. Choi teacher’s curriculum reconstruction image, ‘spacious reconstruction of curriculum’and ‘numberous change at a textbook content’ discord Pak teacher’s instruction pattern. Choi teacher’s curriculum reconstruction image is vague and blurred so this gap. Teacher’s curriculum reconstruction image is result of teacher’s curriculum understanding. This is constantly base for reasoning Choi teacher’s curriculum reconstruction action. Two teacher’s curriculum reconstruction image is closely met autonomy dilemma hold that understand and action curriculum text. This is the source regularly cut out one’s eyes see curriculum reconstruction. 연구자는 2007 개정 초등사회과교육과정을 올해부터 적용한 두 교사의 3, 4학년 사회과수업을 상세히 기술하고, 이렇게 기술한 내용을 분석하여 개정 교육과정을 실행하는 수업패턴을 발견하였다. 박교사가 수업에서 개정 교육과정의 온전한 재현을 도모하였다면, 최교사는 개정 교육과정을 변용하는 수업패턴을 보였다. 박교사는 교과서 구조와 상호조응하는 방식으로 세 가지 활동을 구성하였다. 이것은 박교사가 개정 교육과정의 온전한 재현을 도모하였다는 점과 밀접히 연동한다. 반면, 최교사는 교과서 내용을 수정, 보완, 대체하는 방식으로 에피소드를 활용한 이중적 의사결정 수업전략을 구안하여 실행하였다. 연구자는 이런 수업패턴을 두 교사의 교육과정 재구성 이미지에 의해 해석하였다. ‘교육과정 충실히 수행하기’와 ‘교육내용의 표준 지향’이라는 박교사의 교육과정 재구성 이미지는 개정 교육과정의 온전한 재현을 도모하는 박교사의 수업패턴과 일치하였다. ‘교육과정의 너른 재구성’과 ‘교과서 내용에 많은 변화주기’라는 최교사의 교육과정 재구성 이미지는 개정 교육과정을 변용하는 최교사의 수업패턴과 불일치하였다. 이런 간극만큼 최교사의 교육과정 재구성 이미지는 모호하고 흐릿하였다. 이런 간극은 최교사가 교육과정 재구성에 의한 실행을 끊임없이 사유하는 기반이었다. 두 교사의 교육과정 재구성 이미지는 교육과정텍스트를 이해하고 실행하면서 갖게 된 자율성 딜레마와 밀접히 맞닿아 있었다. 이것은 두 교사가 교육과정 재구성을 바라보는 시선을 일정하게 재단하는 근원이었다.