지역 기반 교사학습공동체 ‘나무학교’의 확장학습 과정 분석

Abstract

The purpose of this study is to analyze the expansive learning process of Namu School, which is local-based teacher learning community. The activity system of Namu School was analyzed with the framework of Engeström’s(1987) expansive learning theory, which is called the third-generation cultural-historical activity theory(CHAT). We try to explore how the activity system is expanding and what the meaning of expansive learning is. The results of this study are as follows. Namu School created an activity system called Growth Classroom that enables teachers to improve instruction. However, while facing various contradictions that exist in the Growth Classroom activity system, Namu School has transformed its community organization to expand the community and maintain its identity, and has expanded to class festival and small group activities oriented toward changes in local education and school. In the extended learning process of Namu School, first, there were expansive learning cycles based on multi-voicedness, democratic reflection and discussion for better practice. Second, the expansive learning of Namu School was forming a teacher platform that aims to change local schools. In this process, teachers create virtuous circles of teacher growth. Lastly, the expansive learning process of Namu School is meaningful as a bottom-up movement for school innovation that interacts with contexts surrounding the school. This study is able to illuminate the context of the expansive learning process and school innovation that is based on teacher learning community. In addition, it is possible to reveal the possibility of learning by overcoming contradictions and continuing new attempts based on a sense of community.