This qualitative study examined seven Korean teachers' experiences teaching the Integrated Curriculum designed by the government. Data were collected through individual narrative interviews with 7 elementary school teachers. Analysis was conducted using transcription, thematic coding, textural and structural descriptions, and a composite description of the essence of the experiences. Interviews revealed that the teachers' experiences varied at the macro and micro level. Although participants saw benefits to integration, including greater engagement of learners, they also spoke of significant obstacles to its implementation, such as lack of support for teachers’ decision making and misalignment with the assessment system. However, once they became more involved in implementing the Integrated Curriculum, they managed to develop strategies to integrate their classroom teaching with other school activities.

这项定性研究考察了七名韩国教师在政府设计的综合课程教学中的经验。数据是通过对7位小学教师进行的叙述性访谈而收集的。分析使用转录，主题编码，结构和结构描述以及对体验本质的综合描述进行。访谈显示，教师的经历在宏观和微观上都各不相同。尽管参与者看到了整合的好处，包括提高学习者的参与度，但他们也谈到了整合的重大障碍，例如缺乏对教师决策的支持以及与评估系统的不一致。但是，一旦他们更多地参与实施综合课程，