2022, Vol.7, No.2

Journal of Studies on Schools and Teaching 2023 KCI Impact Factor : 1.77

pISSN : 2508-156X / eISSN : 3022-8077
https://journal.kci.go.kr/JSST

Rapid social changes demand innovation in public education in preparation for future society, which will be different from existing education; in Korea, IB education has recently emerged as an effective way to reform public education. This study aims to evaluate the effect of introducing IB in public education by understanding the perception of IB learning community members on the operation of IB-PYP in public schools. To this end, in-depth interviews were conducted with the learning community members of three IB-PYP candidate schools and authorized schools as research cases to determine their perception of the operation of IB-PYP; based on this, implications for applying IB-PYP in the national curriculum were presented. The analysis of the learning community members' perceptions of the IB-PYP operation was divided into eight categories: vision and values of IB-PYP, collaboration between peers, learning attitudes, teacher's teaching expertise, change of principal's leadership, difficulties in implementing IB-PYP, parents' understanding of and participation in IB-PYP, and achievements and challenges of IB-PYP. Based on this analysis, some implications were suggested for the successful settlement of IB-PYP in public schools, such as ensuring autonomy in curriculum management, changing to class-oriented system, strengthening school-based professional learning communities, connecting with parents and the community, and securing the continuity of IB programs. This study is expected to contribute to strengthening the implementation of the school curriculum through the application of PYP based on the national curriculum.

This study explores the possibility of using English musicals for global citizenship education for the elementary school pre-service teachers. Their beliefs on the effects of musical-based global citizenship education for elementary school students and their willingness to use the teaching method were also examined. To this end, an open-ended survey along with class observation was conducted on ten junior students who took the English Education Theater course for one semester. The results of end-of-semester lecture evaluation were also analyzed. The major findings are as follows. First, the students' level of satisfaction with the course was high. Especially, effective global citizenship education was found to be related to the issues of the instructor's views on global citizenship, creative script writing and readers’ theater activities. Second, the core competencies of global citizenship improved through the English musical course were “empathy”, “open attitude toward different perspectives”, “active participation” and “cooperation.” Third, all the participants responded that elementary English musicals can play a positive role in global citizenship education in elementary schools and they are willing to use the teaching method. The results of this study suggest that English musical-based lessons can be used as a way to educate global citizenship as well as to improve communicative competence.

Digital media literacy is drawing attention as one of the main competencies that students should have to live in the digital age. Although students who have grown up with smart devices are expected to handle digital media proficiently, many students can simply handle devices and apps, but are not familiar with finding the information that they need or judging whether the information is reliable. Therefore, to enhance elementary school students’ digital media literacy, this study developed a digital media literacy education program by selecting educational content and methods according to students’ levels, and applied the program to students to analyze its effects. An elementary digital media literacy education program consisting of 14 lessons was developed by analyzing the instructional environment and curriculum related to digital media literacy, and the educational program was applied to a class of fourth-grade students. The education program was designed and developed to help students learn the overall content of digital media literacy by reflecting various components of digital media literacy (i.e., understanding media characteristics, critical understanding, self-regulation, self-expression, social communication, and ethical norms) and learn with fun by adopting a convergence of subjects and activity-centered methods. As a result, the developed education program was confirmed to have positive effects on the improvement of elementary school students’ media literacy and creative thinking.