A Case Study of Geography Teachers’ Practice in the Integrated Social Studies Curriculum: Focusing on an Ecological Approach to Teacher Agency and Identity Commitment

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Key Points

This research aims to explore the identity tensions and practical experiences of geography teachers in implementing the integrated social studies curriculum.
Conducted in-depth interviews with geography teachers experienced in teaching integrated social studies.
Utilized theoretical frameworks of ecological perspectives on teacher agency and identity commitment.
Analyzed the interactions between personal commitment and contextual factors in teachers' practices.
Geography teachers experienced identity tensions between disciplinary expertise and integrative roles, responding by reconstructing their commitments.
Teachers' practices manifested as specific types of agency, including professionalism protection and collaborative leadership.
Ecological contexts, such as curricular constraints and school culture, limited teachers' practices.

Case study explores geography teachers' identity tensions and practices in an integrated curriculum, suggesting implications for policy support.

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정다은 et al. (2026) studied this question.

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