Abstract
The purpose of this study is to explore the experiences of ICT(Information and communications technology) teacher working at a technical high school in Gyeonggi Province as they collaboratively design and implement integrated lessons with the researcher, who is a science teacher. With the aim of understanding the participants’ experiences, the research puzzle posed the question, “What experiences does ICT teachers have in integrated lessons with science teachers?” The research participants’ experiences were examined and analyzed in relation to time, space, and socio-cultural context. The significance of the participants’ experiences in integrated lessons and their implications for the teachers’ professional lives are presented as follows: “Am I a service worker or a teacher?”, “Discrepancy between the regular curriculum and reality”, “Environments conducive to integrated lessons”, “Observing students immersed in the lesson”, and “Breaking down internal barriers: Listening to the researcher’s life story, meeting experienced teachers outside of school, and studying and teaching other subject, and realizing there are many opportunities outside of school”. The teaching experiences revealed through the voices of the research participants in the school context may contribute to the diversity of technical high school education and suggest directions for the development of integrated education in the future.
Published Version
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