혁신학교의 IB 프로그램 공교육 도입에 대한 교사의 경험 사례 분석

Abstract

In this study, we sought to explore how the characteristics related to agency, collegiality, and teacher identity experienced by teachers in innovative schools affect the process of introducing and operating IB schools of interest. For this purpose, five teachers with experience working in innovative schools were selected from two IB schools of interest in the Gyeonggido Office of Education, and focus groups and in-depth interviews were conducted. The research results are as follows. First, innovative school teachers actively and subjectively utilize the cultural, structural, and material resources of the currently given IB public education introduction to create a new curriculum model in order to achieve future educational goals according to their own educational beliefs in light of their innovative school experience. was responding. Second, in operating an IB-interested school, teachers review and revise how the vision and mission of the IB are connected to the vision and mission of our school through the school's collective learning, and in the process of setting the school's educational goals. Teachers were putting into practice the goal of improving the school curriculum through a professional learning community. The expertise of the school group was improving as the professional learning community operated external instructor training, observed certified school classes, set school vision and goals, and implemented frameworks. Teachers at schools interested in IB recognized the IB policy as one of the processes of finding the direction of change and the essence of education that school education should pursue, based on the direction and perspective of education that innovation schools have thought about and practiced. In the process, teachers were redefining their identity as experts in curriculum, instruction, and evaluation.