다행복학교 운영의 성과와 촉진요인 및 한계와 저해요인 분석: 교사 경험을 중심으로

Abstract

Purpose: The purpose of this study is to analyze not only the performance and limitations of Dahaengbok School, a Busan innovation school, but also their facilitating and hindering factors. Method: A qualitative case study was used as a research method to accomplish the study's purpose. To analyze the aspects of teachers' experience in operating the Dahaengbok School, six elementary, middle, and high schools operating the Dahaengbok School were selected as participating schools, and teachers were interviewed. Results: The main findings of this study were as follows. The operation of Dahaengbok School has led to the establishment of a democratic school culture, a virtuous cycle of research-practice-reflection educational activities, and student self-government activities as a result of establishing a democratic school culture. The philosophy of Dahaengbok School, which is based on the commitment of leader teachers, needed to be shared in order to promote these achievements, to expand teacher autonomy based on trust among school members, to secure competent teachers, and to motivate students. As the limitations of the operation of Dahaengbok School derived along with the results, a number of problems can be identified, such as the barriers of the traditional school culture, the limitation of individual teachers' educational practices, and exhaustion among teachers. The school operations was also impeded by a lack of agreement among school members at the beginning, a lack of mindset by the school manager, a lack of leadership for running the Dahaengbok School Meeting and for forming a teacher community, a lack of understanding of the Dahaengbok School, and an indifferent school environment. Conclusion: The findings of the current study proposed the key tasks that should be discussed urgently when considering the continuous growth of Dahaengbok School. The first step is to enhance teacher capacity for class innovation. The second step is to build a living community based on student understanding. Last but not least, it is essential to improve faculty relationships and the mindset of the principal.