2022 개정 통합교과용 도서 사용 경험에 대한 내러티브 탐구

Abstract

This study aims to explore how the 2022 revised integrated curriculum textbooks are used in elementary classrooms and how such textbook-use experiences influence teachers’ instructional practices and perceptions. To achieve this purpose, a narrative inquiry was conducted, focusing on the experiences of an elementary school teacher who continuously used the textbooks before and after the implementation of the 2022 revised integrated curriculum. The findings revealed that as the teacher followed the procedures suggested in the textbooks such as “creating topics,” “selecting lessons,” and “using the learning map”, she learned new ways of designing lessons and principles of lesson generation that she had not previously experienced. As the teacher accumulated more experience using the textbooks, she came to use them not as manuals for carrying out predetermined activities but as collections of resources for designing diverse lessons. Ultimately, through these experiences, the teacher developed her own unit-design approach, recognized herself as someone capable of planning and making instructional decisions, and came to identify herself as a curriculum developer. Based on these findings, this study discusses the role of the 2022 revised integrated curriculum textbooks and the meaning of teachers’ textbook-use experiences.