도시형 초·중 통합운영학교 내 초등 교사들의 개교 준비 및 개교 후 생활 경험

Abstract

The purpose of this study was to analyze the experiences of elementary school teachers during their preparation for the opening of urban elementary and middle schools and their school life after the opening. The study also aimed to provide implications for establishing integrated elementary and middle schools in the future. For this purpose, a qualitative study was conducted on the selected “Unity School (tentative name)” that opened as an integrated elementary and middle school. In-depth interviews were conducted with five teachers who handled the preparations for and experienced school life after the opening, as well as participated in the integrated coordination council for elementary, middle, and high school levels. Research results showed that during the preparation process, the teachers felt that they did not receive sufficient support from the education office. However, they believed that they were able to understand each other through meetings between the elementary and middle school teachers. After the school opened, they perceived that the characteristics of integrated operation schools positively benefited the students. The teachers also made efforts to understand the classes of different school levels and showed their expectations and determination for the success of the integrated curriculum. However, they expressed concerns about the fact that the entire school was operated with a focus on elementary education and the sustainability of the school’s philosophy. This study confirmed that the newly established integrated operation school was created through the will and voluntary efforts of individual teachers, and the continuous meeting of elementary and middle school teachers gave them the identity of “teachers at the same school.” However, the teachers who played a key role in preparing for the school had anxiety and doubts about the school’s future. The following are the implications for establishing an integrated operation elementary and middle school in the future. First, a place is necessary for elementary and secondary teachers to communicate throughout the process of establishing the school, from before to after the opening. Second, legal and institutional reform is needed in the personnel system and curriculum to ensure the stable operation of the school. Third, the purpose of the integrated operation school should be “linked” to the curriculum, not simply to reduce operating costs.