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A Study on the Implementation of School Autonomous Time in Elementary Schools: Focusing on Elementary Teachers' Experiences

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2026, 11(2), pp.57~86
  • DOI : 10.23041/jsst.2026.11.2.003
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : May 28, 2026
  • Accepted : July 30, 2026
  • Published : July 30, 2026

Kim, Sunyoung 1

1세종대학교

Accredited

ABSTRACT

This study explored how School Autonomous Time is interpreted and implemented in elementary schools. Semi-structured interviews were conducted three times with three homeroom teachers of third and fourth grades and one head teacher of research affairs, and the data were analyzed thematically. The teachers understood School Autonomous Time as an extension of the recurring discourse on curriculum autonomy and reinterpreted it as "regulated autonomy" linked to subject learning in the context of transitional grades. In practice, it was repositioned between subject areas and creative experiential activities, and teachers chose activity-centered design over subject-based design due to the burden of developing new achievement standards and assessment. In this process, teachers' professionalism was reconstructed as the ability to organize educational judgment into explainable and documentable forms, beyond creative design capacity. This reveals School Autonomous Time as a dual apparatus that expands autonomy while requiring it to be organized in justifiable forms. For its substantive settlement, what is needed is not additional standards but minimal official language specifying what teachers are not required to do, along with a support system compatible with existing collaborative structures.

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