교과서 집필을 통한 중등 사회과 교사의 역할 이해 = A Qualitative Case Study of Secondary Social Studies Teachers’ Roles Through Textbook Writing

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore how secondary social studies teachers perceive their roles during the process of textbook writing. In particular, the study focuses on how teachers understand the constraints posed by various contextual factors and how they recognize the scope of their discretion within these limitations. Six secondary social studies teachers who participated in writing textbooks based on the 2022 revised national curriculum were selected as research participants and in-depth interviews were conducted. The findings of the study are as follows. First, the textbook authors regarded the national curriculum achievement standards as a guiding framework for writing and perceived their role to faithfully reflect the curriculum while rephrasing it in a way that is easy to understand. Second, in selecting and adapting timely yet socially and politically noncontroversial cases, the authors functioned as a “filter” for social realities. Third, despite experiencing competition and conflict among members of the writing team, the participants tended to adopt a compromising attitude rather than insisting on their individual views. Fourth, the experience of textbook writing provided teachers with a sense of professional recognition and visible accomplishment. Despite being under various constraints and their overall limited roles, they came to perceive themselves not merely as “users” of the curriculum, but as “developers” of it.