Understanding Korean Teachers' Autonomy in Implementing the Integrated Curriculum

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: The Praxis of Teachers: Responding to Reform (Table 2)

Abstract

This qualitative study examined how 8 Korean teachers practice their autonomy in integrating curriculum. Data was collected through individual narrative interviews with eight elementary school teachers. Analysis was conducted using transcription, thematic coding, textural and structural descriptions, and a composite description of the essence of the experiences. Interviews revealed that the teachers showed different patterns of integration and different degree of autonomy. Three teachers integrated curricular and extracurricular programs and showed the minimum level of autonomy. Another three teachers practiced curriculum autonomy as curriculum designers. They modified their own curriculum by connecting some part of different subjects.

Author

• Kyung-Hee Shin, Chonnam National University
  Presenting Author