국내 기독교적 교육과정 재구성 사례 연구의 질적 메타분석: 교사의 실행 경험을 중심으로 = A qualitative meta-analysis of korean case studies on curriculum reconstruction from a Christian worldview : Focusing on teachers’ implementation experiences

다국어 초록 (Multilingual Abstract)

Purpose of the Study : This study examines the overarching characteristics of teacher-implemented curriculum reconstruction from a Christian worldview that have emerged in Korea since the 2000s.
Research Methods : Using the RISS academic database, this study collected fourteen qualitative research works—including master’s theses, doctoral dissertations, and KCI-indexed journal articles—that examine teachers’ implementation of curriculum reconstruction based on a Christian worldview. A qualitative meta-analysis was conducted, and four key findings emerged. First, teachers’ motivations for curriculum reconstruction arose from a desire to help students recognize God as the source of disciplinary knowledge, to encourage the use of knowledge in service, and to integrate knowing with lived practice. Second, teachers implemented Christian curriculum reconstruction primarily at the individual classroom level and did so coherently across the full range of curriculum elements, from goals to assessment. Third, teachers demonstrated notable professional autonomy by engaging established Christian curriculum reconstruction models faithfully while flexibly adapting them at both personal and school levels. Fourth, teachers experienced professional growth alongside ambiguity stemming from limited experience in articulating a Christian worldview in relation to subject knowledge, a gap between cognitive change and affective–practical transformation, and both the potential and limtations of collaborative support within schools and teacher communities.
Conclusions and Recommendations : This study argues that teachers’ implementation of Christian curriculum reconstruction requires a more inclusive and participatory approach that cultivates critical and reflective engagement with the Christian worldview underlying such practices. Accordingly, this study discusses the need for teacher education and directions for its development.