진보교육감의 혁신학교 정책에 대한 초등교사들의 적응유형과 대응전략: K도를 중심으로

Abstract

Purpose: This paper aims to identify the teachers' adaptation types and the corresponding strategies that drive an Innovative School Policy recently introduced by a progressive superintendent in K province. Design/methodology/data/approach: This study employed qualitative methods by conducting observations and interviews, and by collecting reflection journals from forty elementary school teachers. The participants consisted of teachers who work in the same school, those who regularly participated in the teacher learning community, and those who met a researcher via training or seminar. Data were analyzed by using a three-step method: transcription, coding, and theme finding. Findings/Results: The results suggested four types of teachers' responses to the new educational policy: (a) active agreement, (b) ideological agreement, (c) formal practice, and (d) complete rejection. Those who selected “active agreement” included teachers who completely accepted the values of the new policy and tried to put the policy into practice in their school. Those who selected “ideological agreement” included teachers who viewed the values of the new policy positively but declined to implement the policy. Within those who selected “formal practice”, there are two sub-groups: one consisting of teachers who viewed the policy negatively but still reluctantly followed it and another consisting of relatively young teachers who possess less knowledge regarding the new educational policy but tried to implement the policy because they are curious about its potential value. Those who selected “complete rejection” included teachers who resisted the new educational policy and were unwilling to change their teaching practice. Value: The present study found that teachers were autonomous in their response to the new educational policy. They applied various adaptation strategies according to differing situations. The results suggested that policy makers should take a holistic approach in introducing new educational policies by considering teachers' adaptation strategies.