2025, Vol.10, No.1

Journal of Studies on Schools and Teaching 2024 KCI Impact Factor : 2.04

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

This study critically examines the OECD's concept of 'student agency', which has recently spread to policy discourse, and is narrowly utilized as 'agency', 'self-directed learning', and 'counter-concept to teacher-directed learning', through the theoretical discussion of agency, and then examines how student agency is constructed in the actual school context, and what are the forms and conditions of schooling in which student agency is manifested, through the case of 'Between-in' High School, a futuristic Hyuk sin school. The results showed that agency has been discussed for a long time in philosophy and social sciences, but scholars have had different perspectives and emphases on the concept. In particular, it is a complex and dynamic concept that cannot be encompassed by the translation 'student initiative'. Moreover, the recent neoliberal framing of agency as an autonomous and flexible self-entrepreneurial identity adds to the dilemma of addressing the concept of agency in education. Therefore, given that the OECD, as a key actor in global education governance, has long been committed to the formation of a new human capital by emphasizing the neoliberal economic order, it is necessary to critically engage with educational discourses, data, and visualizations produced in various ways. Furthermore, the misuse of concepts by the state to conveniently excerpt educational discourse produced by various units to serve as a basis for educational policy is a matter of concern beyond uncritical borrowing. The results of the study showed that student agency at 'Between-in' High School, Hyuk sin school, consisted of autonomy and resistance, community and relationships , and reflection and critical thinking . To this end, the school strengthened student autonomy by emphasizing the sharing of educational philosophy, the formation of a communal culture of teachers, and the practice of curriculum and instruction. The teachers and students at 'Between-in' High School, understood the complexity and contextuality of agency and multidimensionally constructed it. Therefore, rather than stipulating and policing teachers and students as objects of change and innovation, we should listen to the existential life context of teachers and students in the educational field, what factors promote or hinder the expression of their agency, and meaningfully analyze and reflect their practical experiences into policy.

The purpose of this study is to examine the process of expanding elective courses in a liberal arts high school based on the efforts of physical education teachers to expand the physical education department. To this end, High School A, which will be expanding its physical education curriculum from 2025, was selected as the subject of the study, and four teachers who worked or are working at the school were selected as research participants, and the data analysis was conducted using the inductive analysis method. The results of the study were based on the following themes: '1. Understanding the school's situation,' '2. Growing the influence of the physical education department,' '3. Struggling to make physical education an elective course,' and '4. Practicing the dream of expansion with junior teachers. Based on these findings, we developed a discussion on the topics of 'Physical education teachers' interest and efforts to expand physical education courses' and 'Ensuring students' right to choose subjects by taking advantage of the high school credit system'. Based on the cases in this study, we concluded that students should be provided with the opportunity to choose and study various subjects related to physical education in order to fulfill the purpose of the high school credit system.

In the 2022 Revised Curriculum, "school autonomy hours" were newly introduced, allowing individual schools to develop and offer elective courses. Regional offices of education have been providing guidance materials on these autonomy hours. From the perspective that regional education offices should support and guide school curricula, an analysis framework was developed based on the decision-making and implementation processes related to school autonomy hours in schools. This framework was used to analyze guidance materials from six different regions. The results of the study revealed that certain elements, such as the foundation of school autonomy hours, organization and operation, and course application forms, were commonly present across all regions. However, essential guidance elements such as identifying available resources, assessment and record-keeping, and the procedure for developing elective courses were sometimes missing. Based on the findings, the following improvement measures were proposed: first, guidance should cover all stages of the decision-making process related to school autonomy hours. Second, detailed procedures and explanations for the development and selection of elective courses should be included. Third, support for teacher collaboration regarding the organization and allocation of hours for courses offered during school autonomy hours is necessary. Last, continuous surveys and reflection on the actual operation of schools and the opinions of teachers are required for ongoing improvement.