earticle

영어

The study explored the factors obstructing curriculum reconstruction of elementary school teachers based on the grounded theory. The data were collected through in-depth interviews of 12 elementary school teachers and conducted surveys of 304 elementary school teachers nationwide. For data analysis, the open coding, axial coding, and selective coding suggested by Strauss and Corbin (1998) were utilized. As a result of open coding according to the grounded theory, the study obtained 112 concepts, 40 sub- category, and 15 categories. Casual conditions based on a paradigm model are ‘efficient achievement of educational goals'. There are five types of teachers that cope with the factors obstructing curriculum reconstruction according to the core category;‘ positive-oriented type’, 'conditioned-oriented type, ‘passive-oriented type’, ‘continuous-effort-oriented type’, and‘status que-oriented type'. Of the types, the positive-oriented type participants demonstrated continued and a higher desire for effective achievement of education goals in curriculum reconstruction. While they temporary hesitate to reconstruction due to inner/outer factors that obstruct curriculum reconstruction, they eventually carried out curriculum reconstruction with strong commitment. To conclude, the factors that obstruct curriculum reconstruction of teachers are largely due to the contextual conditions of teachers and inner elements of teacher themselves, which can be described as 'hesitation'. Furthermore, the study suggested five overcoming types of factors that hesitate curriculum reconstruction and these types can be applied in teacher training, scholarship, consulting, and administrative/financial reorganization support for curriculum reconstruction.

한국어

본 연구는 초등학교 교사의 교육과정 재구성 과정에서 겪는 재구성 저해 요인에 대하여 근거이론을 적용하여 탐구한 것이다. 자료 수집은 초등학교 교사 12명을 대상으로 한 심층면접과 전국의 초등교사 304명을 대상으로 설문조사를 통해 이루어졌다. 자료 분석은 Strauss와 Corbin(1998)이 제시한 개방코딩, 축코딩, 선택코딩에 따라 진행하였다. 근거이론의 절차에 따라 개방코딩한 결과 112개의 코드와 40개의 하위범주, 15개의 범주가 도출되었다. 결론적으로 교사의 교육과정 재구성을 저해하는 요인은 교사가 처해 있는 맥락적 상황과 교사 개인의 내적 요인들로 인해 심리적으로 ‘망설임’으로 나타났다. 또한 교사의 교육과정 재구성을 망설이게 하는 요인에 대한 극복 유형을 5가지 제안하였으며 이러한 교사 유형은 교육과정 재구성에 대한 교사 연수, 장학, 컨설팅, 행․재정적 지원에 활용할 수 있을 것이다.