IB 프로그램 적용에 대한 중학교 교사의 실천적 지식과 협업에 대한 인식 탐색

Abstract

Objectives In the course of applying the IB MYP introduced to public education, the contents of the interview survey on the teacher's classroom experience were analyzed. The purpose of this study was to examine the process of enhancing professionalism through the practical knowledge and cooperation of teachers in the IB MYP school.
 Methods The results of a focus group interview conducted and analyzed through a school visit in November 2021 for teachers of three MYP schools in the 2021 certification and candidate stages in regions that are introducing the IB program in public education are summarized. A schematic was theoretically constructed to explain the teachers' adaptation process to the IB MYP through a grounded theory approach. In addition, two themes were presented, focusing on the teacher-practical knowledge formation process and the teacher collaboration process.
 Results According to the paradigm model of grounded theory proposed by Strass and Corbin(1998), causal conditions, contextual conditions, central phenomena, interventional conditions, action/interaction, and outcome categories were derived. In addition, two analysis results were presented, focusing on teacher collaboration and professional development as central phenomena of the paradigm model. First, it was the formation of practical knowledge of IB MYP school teachers, ‘things you have to do to know’, and ‘learning through trial and error’. Second, it is the rediscovery of collaboration as an experience of teacher collaboration and professional development in the IB MYP school, and the search for confidence through daily and continuous exchange of ideas.
 Conclusions In November 2021, we examined what kind of perception and experience teachers of IB MYP schools introduced to public education had in the process of class design, application, and evaluation. By examining the importance of teacher collaboration and the meaning of the process of forming practical knowledge, we tried to obtain implications for the application of the IB program.