Teachers' perceptions of the recent curriculum reforms and their implementation: what can we learn from the case of Korean elementary teachers?

Abstract

This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers.

Keywords:

• curriculum reform
• curriculum implementation
• elementary teachers
• teacher educators
• curriculum policymakers

Acknowledgements

This work was supported by a grant from the Kyung Hee University in 2010 (KHU-20100125).

Notes

1. Korea has a national curriculum, which has been revised regularly in accordance with a 5- to 10-year cycle since the first revision in 1954/1955. The 7th national curriculum suggested significant changes compared with previous curricula, such as curricular autonomy for teachers and schools, a differentiated curriculum and the emphasis of a learner-centred approach. The revised 7th national curriculum introduced in 2009 is the current one in place. This study mainly focuses on teachers' experiences with implementing the 7th national curriculum, since it is an overall education reform plan, the main ideas of which are still operational.

2. The Korean elementary curriculum consists of subjects, discretional activities and extracurricular activities. The 7th national curriculum's curriculum allocates 68 hours for discretional activities in the elementary school curriculum, 136 h for the middle school curriculum and 204 hours for the high school curriculum.

3. Learner-centred education has become a popular catchword in elementary school since the 6th national curriculum introduced open-classroom movement. However it is emphasized more as a leading principle in the 7th curriculum.

4. An elective-centred curriculum is implemented for two years (grades 11 and 12).