A Study on the Experiences of Elementary School Teachers at Dahaengbok School in Educational Reorganization Meetings

This study aims to investigate the experiences of elementary school teachers at Gakgangbok School, a Busan-style innovative school, in a curriculum reorganization meeting.The subjects of the study are four teachers from A Elementary School, which has been designated and operated as a Gaengbok School since 2017.The research subjects were voluntarily running a no-grade curriculum reform group and wanted to learn about the group's achievements and tasks they felt while running the group.The research method used a case study, one of the qualitative research methods, and the thoughts of the research subjects could be learned through interviews.As a result of the research, teachers continuously improved their expertise and increased their sense of efficacy through curriculum reorganization meetings.Through this process, educational philosophy was also shared.However, as an innovative school, there is a high understanding of curriculum reconstruction, and meetings are held spontaneously.Even though work is reduced as an innovative school, there is an environment in which teachers can reconstruct the curriculum due to physical time constraints.In addition, roles and authority distribution within the group must be clearly defined, and teachers must be more voluntaristic.