초등학교 통합교과 교육과정에 대한 학년 교사의 경험 연구

Abstract

This study examines the experience of the integrated curriculum operated by first grade teachers of elementary school for one year and intends to understand it in depth. Based on this, the purpose of this study is to suggest a desirable direction for integrated education in the first grade of elementary school. The study participants were first-grade teachers of public elementary schools working in Seoul, and semi-structured interviews were conducted from the April 2021 to March 2022 to collect data. At the same time as collecting data, it was analyzed using the qualitative thematic analysis research method. To increase the validity of the study, triangular verification of data, member check, sufficient review and consultation among researchers, and long-term interviews were conducted. As a result of the study, first, first-year teachers knew the content of the curriculum when they first encountered the integrated subject, but did not know the teaching method. Second, in the early stage of operation of the integrated curriculum, it was implemented only as a pre-planned curriculum rather than a prepared curriculum and even in the full-scale operation stage of the integrated curriculum, it was operated as the teacher arbitrarily understood and learned.. However, in evaluation, the process-oriented evaluation was implemented by focusing on attitudes. Third, positive changes appeared in the operation of the integrated curriculum as we entered the second half of the second semester, but most of them were insufficient growth based on practical experience. Through the above results, it was found that the teachers lacked understanding of the integrated curriculum and that they were operating with difficulty, relying on ‘practical experience’ rather than ‘teacher training’. There is an urgent need to develop and operate a systematic teacher training program for the teachers.