학생과 교사가 만들어가는 학교자율시간의 설계와 운영- Fogarty의 실로 꿴 모형과 전환기 교육에 기반하여 -

Abstract

The purpose of this study is to explore the implementation process of School Autonomous Time jointly designed and enacted by teachers and students based on Fogarty’s Threaded Model. For this purpose, the collaborative implementation of a program entitled “Becoming a Middle School Student” was analyzed, which was conducted collaboratively with a sixth-grade class and their teacher. The findings reveal that, in the process of making the curriculum, the curriculum was structured through the sequence of task selection → task performance → activity selection → theme selection. In the process of enactment, the program was flexibly carried out by adding, replacing, deleting, or rearranging activities according to the needs of the situation. In the process of evaluation, the program was finalized through multiple perspectives of learning assessment, namely intended learning by the program, intended learning by the student, and intended learning by the teacher. Based on these results, the study discussed the curriculum possibilities demonstrated by students in the process of implementing School Autonomous Time, and the potential of Fogarty’s Threaded Model as a framework applicable to the design of School Autonomous Time programs. This study is significant in that it presents the actual practices of School Autonomous Time by making a curriculum with students, and presents a framework for designing and implementing it.