통합교육과정에 대한 교사들의 인식 탐구 = Elementary School Teachers` Understandings about Interdisciplinary Curriculum

다국어 초록 (Multilingual Abstract)

The purpose of this study is to describe elementary school teachers` understandings about interdisciplinary curriculum(IDC) and to produce locally generated data and information that provide implications of policy makings on teacher education, staff development, and administrative support. Even though the IDC is a nation-wide program, it is generally believed that individual schools might have different experiences of and reactions to the IDC practice. Maximum variation sampling method was used for this study because I was particularly interested in gaining findings which could portray the unique experiences of schools, and the common patterns that exist despite the distinctive variation of each school. In this study, a distinctive difference in socioeconomic status of parents between the two schools is intentionally represented. Eighteen teachers from two public elementary schools in Pusan were selected for this research. I interviewed them as a way of exploring and describing teachers` conceptualized IDC practice. According to the data analysis, teachers interpret IDC in various and discursive patterns and are familiar with the basic concepts of IDC practice. What deserves attention, however, is that teachers are not equipped with knowledge and skills for curriculum reconstruction that is essential to be an active practitioner of IDC. Findings of this study suggest that educational polices on teacher education, staff development, and administrative support should be adequately organized to reflect the idea and entity of the curriculum revision. This study also assumes that policy makers tend to less critically immerse into the educational discourse and educational practice in today`s world while they overemphasize the benefits from a certain reform that were tested in other nations. This study concludes with the implications of the research for educational reforms aimed at producing locally generated data and information and aimed at rethinking and establishing a close relationship among teachers, scholars, and administrators to address problems in education.

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