Teachers’ Understanding and Application to Theme Textbooks on 2009 Revision of National Elementary
Kim, Eun-Ju
Abstract
The purpose of this study was to explore how teachers understand, interpret and apply the thematic textbook while giving lesson with the revised integrated curriculum in 2009, as well, to investigate the influencing factors these trends through the aspect of ecological system. Based on this purpose, research questions were established as follows; first, how is the teachers’ understanding and interpreting about the thematic textbooks on 2009 Revision of National Elementary. Second, how is the teachers’ application to the thematic textbooks on 2009 Revision of National Elementary. Finally, what are the factors influencing on teachers’ understanding and application to the thematic textbooks on 2009 Revision of National Elementary.
To answer these research questions, this study used qualitative research technique, regarding participants as analysis units. This study was conducted from June, 2013 to June, 2014, and, in terms of participants, 6 elementary school teachers who have been in charge of the first or second-class in 2013 or 2014 when the integrated curriculum revised in 2009 was implemented participated in this study. All of the participants were in-depth interviewed and the contents were recorded during interview. The collected data were analyzed by using constant comparison method as basic analysis frame, and simultaneously by using several methods such as making transcriptions, taking notes, performing the open coding, categorizing, and extracting main themes. The results were as follows.
First, teachers viewed theme textbooks on the integrated curriculum as the textbooks being active, giving pleasure and essential knowledge, and being basic textbooks to learn the others textbooks. However, in real educational setting, they compared thematic textbooks to the third(among korean, math, and theme textbooks), imparting less important meaning to them.
Second, in regarding to the teachers’ understanding on developing a separate volume, theme textbooks, constructing units, and thematic textbook contents, they were understanding as follows. They showed the confusion and pressure due to new system, the difficulty due to dual structure, the dissatisfaction with difference of actual and expected textbook, and the receptive attitude toward the theme textbooks thanks to effectiveness to learning. However they thought that there were little difference between previous three integrated textbooks and thematic textbooks due to the lack of understanding on the thematic textbooks.
Third, in regarding to the teachers’ application to the thematic textbooks on the integrated curriculum revised in 2009, it could be examined in aspect of the instruction planning and preparation, introducing the theme, thematic activities, and evaluation respectively. First, in terms of instruction planning and preparation, they used the textbooks, online medium, and teachers’ guidebooks as the materials for instruction planning. Second, at the step of introducing the theme, the trend of ‘less stressing on the textbooks’ was extracted. Third, at the step of thematic activities and evaluation, the trend of ‘supplement and extending the textbooks’ was extracted.
Finally, the ecological factors influencing on the understanding and application to thematic textbooks were explored. First, the factors in micro system were the students factors(the number of students, local environment, consideration on the outcomes), the teachers’ task, and the school factors(school-wide curriculum, physical environment, school culture). And the factors in mesosystem were the insufficient teacher training on the revised curriculum, and the learning experience at the teacher training institute. At last, the factors in the exosystem were the teachers’ recognition on the revision system of curriculum, and the reliability on the writing education textbooks.
Based on the these results, it could be proposed that, first, it needs to improve the ability to understand and utilize the changed elements of thematic textbooks and curriculum. Second, in terms of the policy on textbooks, to facilitate the quality of lesson, textbooks should be developed considering the possibility of learning potential and the instructional goal achievement. Third, the learning opportunity on thematic textbooks and curriculum should be offered consistently.