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Findings emphasize that teachers’ roles in and understanding of curricula are crucial for curriculum integration to be properly implemented and sustained, leading to implications for teacher preparation and training programs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/implementing-curriculum-integration-the-experiences-of-korean-elementary-teachers/592262/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/implementing-curriculum-integration-the-experiences-of-korean-elementary-teachers/592262.png","ImageObject",300,407,{"name":42,"@type":43},"Grenda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine about Korean elementary teachers?","Question",{"text":63,"@type":64},"It examines how teachers implement curriculum integration in teaching practice and what they experience while implementing it.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What main issues emerge from the teachers’ experiences?",{"text":68,"@type":64},"Three issues arise: insufficient theoretical frameworks, a pragmatic approach to integration, and limitations affecting implementation.",{"name":70,"@type":61,"acceptedAnswer":71},"Why are teachers’ understanding of the curriculum important for curriculum integration?",{"text":72,"@type":64},"Proper and sustained implementation depends on teachers’ roles in and understanding of curricula; 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Several issues evolved from the analysis of three teachers’ experiences: firstly, the teachers’ lack of theoretical frameworks for curriculum integration, secondly, the teachers’ pragmatic approach to curriculum integration, and thirdly, the limitations on implementing curriculum integration. In order for curriculum integration to be properly implemented and sustained, teachers’ roles in and understanding of the curricula are crucial. Thus, the implications of the findings are discussed in terms of teacher preparation and training.  \nKey words: Korean elementary teachers, curriculum integration, implementation  \nSince the 1950s, the Korean educational system had adopted the policy of teaching subject matter in separate lessons based on various subjects. This approach has been heavily criticized, mainly for three reasons: 1) knowledge is constantly accumulating and fundamentally changing, 2) there is a discrepancy between the learners’ holistic perceptions of the world and the artificial fragmentation of content, and 3) there is the serious problem of student alienation and a lack of engagement with school. Curriculum reform efforts in Korea, therefore, have gradually highlighted curriculum integration.  \nIntegrated approaches to curriculum and teaching are a recurring curricular trend that has become popular around  \nMinjeong Park, Department of Education, Seoul National University, Korea.  \nCorrespondence concerning this article should be addressed to Minjeong Park, 10-1-601, BK21 Academic Leadership Institute for Competency-based Education Reform, Department of Education, Seoul National University, San 56-1, Shinlim-dong, Gwanak-gu,  \n151-742, Seoul, [Korea. E-mail: mjpedu@yahoo.com](Korea. E-mail: mjpedu@yahoo.com)  \nthe world. A number of programs for curriculum integration have been planned and carried out in many countries, and numerous discussions and debates regarding curriculum integration have taken place. A recent literature search of the ERIC database using terms such as “interdisciplinary approach,” “integrated curriculum,” “cross-curricular approach,”and “multidisciplinary approach” yielded more than 6,400 articles at the elementary level alone. An extended bibliography exits that analyzes various integration methods, clarifying the different terms used to describe integrated curriculum and presenting potential problems with putting curriculum integration into effect. However, less than 8 percentages were empirical research studies, and even fewer focused on teachers’ actual experiences in implementing curriculum integration.  \nCurriculum integration has been extensively researched in Korea, but most of the research has focused on the need for curriculum integration (Hwang, 1998; Kim, 1992) and the theoretical models of integration (Kim, 1996; Lee, 2001) . The research has also reported on the effectiveness of  \nImplementing Curriculum Integration  \nintegrated approaches in teaching and learning, as well as the problems, limitations, and obstacles involved in its implementation (Na, 2004; Park, 2007) . However, relatively few studies document how Korean teachers implement curriculum integration and what they experience during its implementation.  \nSeveral exceptional studies have described Korean elementary teachers’ experiences in implementing curriculum integration (Hong, 2006; Jeong, 2006), but they are strictly focused on the experience of implementing integrated textbooks developed for first and second graders by the national curriculum 2 and a theme-based interdisc","cbCaid11CgO1SEzM","https://ap.wps.com/l/cbCaid11CgO1SEzM","pdf",139084,12,"English","# Key Research Focus\n## Teachers’ experiences and implementation issues\n# Background and Rationale\n## Critiques of subject-based instruction\n## Global debate and prior research\n# Study Purpose and Research Questions\n## Implementation approach and lived experience\n# Theoretical Underpinnings\n## Progressive educational philosophy","[{\"question\":\"What does the study examine about Korean elementary teachers?\",\"answer\":\"It examines how teachers implement curriculum integration in teaching practice and what they experience while implementing it.\"},{\"question\":\"What main issues emerge from the teachers’ experiences?\",\"answer\":\"Three issues arise: insufficient theoretical frameworks, a pragmatic approach to integration, and limitations affecting implementation.\"},{\"question\":\"Why are teachers’ understanding of the curriculum important for curriculum integration?\",\"answer\":\"Proper and sustained implementation depends on teachers’ roles in and understanding of curricula; without grasping the frameworks, teachers cannot implement effectively.\"}]","Implementing Curriculum Integration - The Experiences of Korean Elementary Teachers | PDF",1792074190]