The purpose of this study is to analyze community-based education from teachers’ perspective. The recent 2022 National Curriculum Revision emphasizes community-based education, and the OECD Education 2030 project also highlights cooperation between ...
The purpose of this study is to analyze community-based education from teachers’ perspective. The recent 2022 National Curriculum Revision emphasizes community-based education, and the OECD Education 2030 project also highlights cooperation between schools and local communities. In a future of rapid change and uncertainty, the cooperation of schools and communities will be more emphasized in order to provide a sustainable environment which helps students to be more deeply involved with their community. Under the international atmosphere of community-based education, there have been previous studies which examine school and community connection. However few qualitative research is practiced on how teachers achieved and exercise agency in improving local communities. In such a situation, the researcher conducts a case study with individual teachers in the US. This study is intended to provide implications for community-based education in Korea. This study has targeted the Middletown city in W state in the midwest of the United States. the Middletown city is one of regions which have strong community involvement. This study conducted individual interviews with 6 elementary school teachers in the Middletown city. Through the analysis of the interview results, the researcher derived the essential features that enable sustainable, community-based education. The research findings are expected to provide important implications for future research and policies for Korean community-based education.