A Comparative Study on Teacher's Narrative of School Curriculum Development in South Korea and China

초록

This study is aimed to compare the difficulties and differences between South Korean and Chinese teachers in the School Curriculum Development. For this purpose, a narrative inquiry, a method of exploring individual experiences, was used. Narrative inquiry is a method of exploring individual experiences. In this study, the narrative exploration procedure presented by Clandinin and Connelly (2000) was used, and selected three Korean teachers, three Chinese teachers, having a total of 6 participants as the primary field texts. The results showed that; first, China has improved and tried harder in that the development of the school curriculum requires a demand for teachers' expertise. Second, as a "difficulty" in developing school curriculum, South Korea and China are influenced by various factors, including the personal, contextual and empirical dimensions of teachers, under different political and social backgrounds. Third, South Korea and China face the same difficulties about 'teacher relations'. Fourth, in terms of the principal's leadership, Korea and China have a common point that the principal determines the quality of the school curriculum management. Fifth, the expectations of teachers in the development of school curriculum are that Korean and Chinese teachers are also students-oriented, and they expect to expand teacher research and education opportunities related to school curriculum development, and to develop and implement related programs for school curriculum development.

키워드