Understanding the Yungbokhap Model of Education in Practice: Teachers' Perspectives and Experiences

??? ??????????????? ?????????????????? ????????? ???????????? ???????????? ?????? ??????????????? ?????? ??? ???????????? ?????? ???????????? ????????? ????????? ???????????? ????????? ?????? ????????? ????????? ?????? ??? ????????? ?????? ????????? ???????????? ???????????? ??????????????? ?????? ????????? ?????? ?????? ?????? ??? ?????????????????? ???????????????. ?????? ??????, ????????? ?????????????????? ???????????? ????????? ??? ??? ?????????????????? ?????? ????????? ???????????? ??? ????????? ?????? ???????????? ????????? ?????? ?????? ??? ??? ????????? ???????????? ????????? ?????? ??? ?????????. ?????? ??????????????? ????????? ???????????? ????????? ????????? ?????? ????????? ????????? ????????? ????????? ???????????????, ?????? ???????????? ?????? ??? ?????? ????????? ????????? ???????????? ????????? ?????????. ??? ????????? ?????????????????? ???????????? ????????? ????????? ????????? ?????? ????????? ?????? ????????? ?????? ????????? ?????????. ??????, ?????? ??? ?????? ????????? ????????? ?????? ????????? ????????? ?????????????????? ????????? ????????? ?????? ????????? ??? ??? ????????? ???????????? ???????????? ???????????? ????????????. ??????, ????????? ?????? ???????????? ????????? ?????? ???????????? ?????? ????????? ????????????. ??????, ?????? ?????? ?????? ????????? ????????? ?????????????????? ????????? ????????? ?????????????????? ???????????? ?????? ??????????????? ????????? ?????? ????????? ????????? ???????????? ?????? ??? ?????? ???????????? ??????????????? ??????.As an effort to understand teachers’ experiences of integrating an integrative and holistic (or yungbokhap) model of education into their classroom teaching, the present study qualitatively analyzed illustrative cases of four middle school teachers*. Our analysis of rich qualitative data gathered through a series of observations and interviews revealed that the teachers’ experience of implementing a yungbokhap model of education provided them with a useful chance to broaden their pedagogical purview to find new connections between curricular topics and themes across different subject areas. Further, the teachers engaged in collaborative interactions with other colleague teachers, which helped them critically reflect on their instructional practices, thereby contributing to building and sustaining a school-based inquiry community of teachers. Implications for policy and practice were discussed regarding how to identify and provide the kinds of systemic support to effectively foster the development of both pre- and in-service teachers’ professional expertise in yungbokhap contexts of school reform.??? ????????? 2011?????? ????????????(????????????????????? ?????????????????????????????????)?????? ?????? ??????????????? ????????? ?????? ???????????????(NRF-2011-330-B00159)