2022 개정 교육과정의 현장 적용과 영어교사전문성 제고 방안
A study of the effective implementation of the 2022 revised national curriculum through English teacher professional development
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The national curriculum has been recently revised to accommodate the educational demands of a rapidly changing society. In the new curriculum, human resources, competency, digital literacy, agency, sustainability, ecological transition, and environmental, social and governance are characterized as key values and concepts across disciplines. It is argued that the new paradigm of curriculum change requires teachers to take multiple roles for the effective implementation of the revised curriculum, teachers’ being agents of change, with a sense of ownership rather than being consumers or recipients of policy or theory. The present study explores how primary English teachers pursue their professional learning and bring about change in classroom teaching and learning by conducting action research in collaboration with colleagues in a professional learning community. The participating teachers conducted research in in their own teaching sought alternative strategies to solve the problems they faced in implementing the revised competency-based curriculum. The data analysis shows that action research helps English teachers learn to improve their practice, and that collective intelligence in the on/offline professional learning community is conducive to their professional learning and growth. The study closes with a discussion of some implications for policy to support teachers’ professional development for the effective implementation of the new curriculum.
Abstract
The national curriculum has been recently revised to accommodate the educational demands of a rapidly changing society. In the new curriculum, human resources, competency, digital literacy, agency, sustainability, ecological transition, and environmental, social and governance are characterized as key values and concepts across disciplines. It is argued that the new paradigm of curriculum change requires teachers to take multiple roles for the effective implementation of the revised curriculum, teachers’ being agents of change, with a sense of ownership rather than being consumers or recipients of policy or theory. The present study explores how primary English teachers pursue their professional learning and bring about change in classroom teaching and learning by conducting action research in collaboration with colleagues in a professional learning community. The participating teachers conducted research in in their own teaching sought alternative strategies to solve the problems they faced in implementing the revised competency-based curriculum. The data analysis shows that action research helps English teachers learn to improve their practice, and that collective intelligence in the on/offline professional learning community is conducive to their professional learning and growth. The study closes with a discussion of some implications for policy to support teachers’ professional development for the effective implementation of the new curriculum.
참고문헌 (43)
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