@article{ART003109187},
author={Park, Yun-Kyoung and KimJaegeun and Kim, JiHun and Yu, So-Hyeon and Lee, Juyoung},
title={A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156x},
year={2024},
volume={9},
number={2},
pages={1-29},
doi={10.23041/jsst.2024.9.2.001}
TY - JOUR
AU - Park, Yun-Kyoung
AU - KimJaegeun
AU - Kim, JiHun
AU - Yu, So-Hyeon
AU - Lee, Juyoung
TI - A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks
JO - Journal of Studies on Schools and Teaching
PY - 2024
VL - 9
IS - 2
PB - Education Research Institute at CNUE
SP - 1
EP - 29
SN - 2508-156x
AB - This study’s aim was to deeply understand the manifestation and context of elementary school teachers' social studies curriculum literacy as they engaged in the process of writing social studies textbooks. A collaborative qualitative case study approach was employed, which involved cooperation between professors specializing in curriculum and instruction, and elementary school teachers who are field experts. The findings revealed that the elementary school teachers’ social studies curriculum literacy showed two main transformation patterns throughout the textbook writing stages. The first pattern was 'analytical reading of the social studies curriculum', which refers to the change in the teachers’ curriculum literacy in terms of their analytical reading of the contextual changes within the curriculum and the terms used. The second pattern was 'translating concepts into appropriate examples', which indicated the transformation of literacy as the teachers converted terms from the social studies curriculum into examples expressed in the form of text, illustrations, and activities. The manifestation of elementary school teachers' curriculum literacy was based on the context of content(social studies), form(authorized textbooks), and interaction(collaborative writing). Based on the data analysis results, the study examined the importance of the interactions within heterogeneous groups in fostering the teachers' curriculum literacy, the variations in curriculum literacy depending on the context of reconstructing the national curriculum and textbook writing, and the characteristics of subject-specific literacy in social studies.
KW - curriculum literacy;social studies textbook writing;elementary school teachers;collaborative qualitative research;qualitative case study
DO - 10.23041/jsst.2024.9.2.001
ER -
Park, Yun-Kyoung, KimJaegeun, Kim, JiHun, Yu, So-Hyeon and Lee, Juyoung. (2024). A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks. Journal of Studies on Schools and Teaching, 9(2), 1-29.
Park, Yun-Kyoung, KimJaegeun, Kim, JiHun, Yu, So-Hyeon and Lee, Juyoung. 2024, "A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks", Journal of Studies on Schools and Teaching, vol.9, no.2 pp.1-29. Available from: doi:10.23041/jsst.2024.9.2.001
Park, Yun-Kyoung, KimJaegeun, Kim, JiHun, Yu, So-Hyeon, Lee, Juyoung "A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks" Journal of Studies on Schools and Teaching 9.2 pp.1-29 (2024) : 1.
Park, Yun-Kyoung, KimJaegeun, Kim, JiHun, Yu, So-Hyeon, Lee, Juyoung. A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks. 2024; 9(2), 1-29. Available from: doi:10.23041/jsst.2024.9.2.001
Park, Yun-Kyoung, KimJaegeun, Kim, JiHun, Yu, So-Hyeon and Lee, Juyoung. "A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks" Journal of Studies on Schools and Teaching 9, no.2 (2024) : 1-29.doi: 10.23041/jsst.2024.9.2.001
Park, Yun-Kyoung; KimJaegeun; Kim, JiHun; Yu, So-Hyeon; Lee, Juyoung. A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks. Journal of Studies on Schools and Teaching, 9(2), 1-29. doi: 10.23041/jsst.2024.9.2.001
Park, Yun-Kyoung; KimJaegeun; Kim, JiHun; Yu, So-Hyeon; Lee, Juyoung. A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks. Journal of Studies on Schools and Teaching. 2024; 9(2) 1-29. doi: 10.23041/jsst.2024.9.2.001
Park, Yun-Kyoung, KimJaegeun, Kim, JiHun, Yu, So-Hyeon, Lee, Juyoung. A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks. 2024; 9(2), 1-29. Available from: doi:10.23041/jsst.2024.9.2.001
Park, Yun-Kyoung, KimJaegeun, Kim, JiHun, Yu, So-Hyeon and Lee, Juyoung. "A Qualitative Case Study on Elementary School Teachers' Curriculum Literacy in the Process of Writing Social Studies Textbooks" Journal of Studies on Schools and Teaching 9, no.2 (2024) : 1-29.doi: 10.23041/jsst.2024.9.2.001
