Implications of the Implementation of High School Credit System in Special Schools based on the Experiences of Teachers

August 31, 2023  |  Vol.9, No.8  |  PP. 519-534  | PDF

AUTHORS:

Miyoung Ji, Department of Education, Pusan National University, South Korea

Changhyeon Lee, Department of Education, Pusan National University, South Korea

Changun Park, Department of Education, Pusan National University, South Korea

KEYWORDS:

Special Education School, High School Credit System, Research School, Special Education, In-depth Interviews

Abstract

The purpose of this study is to find out the differences between the operation of general high schools and the operation of other special high schools in relation to the special school high school credit system, which is set to be fully implemented in 2025. For three teachers related to the operation of the high school credit system in Busan, the experience of operation and life as a special teacher were examined together using the narrative exploration method of Klandin & Connelly (2000). Data collection was conducted from April 5 to July 12, 2023, with general special school teachers, teachers belonging to the curriculum support group, and teachers in charge of the curriculum at the special school high school credit system research school. At this time, the initial questionnaire was semi-structured, and then one-on-one in-depth interviews were conducted with open questions. The data collected in this way was finally derived from the final result through basic coding work, and three topics were finally derived according to the presented research problems. As a result of the study, special teachers were confused due to the lack of a basic system for operating the special school high school credit system. Second, operators experienced a gap between the academic reality of special schools and the application of the high school credit system, and were making efforts to reduce the gap. Third, as a practitioner, alternatives should be prepared and implemented to apply the high school credit system, support from the Office of Education for the operation of special schools, and understanding and consideration of special teachers. The results of this study will be able to understand the difficulties of special teachers before applying the special school high school credit system and provide basic data on the Office of Education's practical and alternative support for the introduction of the system.

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Citations:

APA:
Ji, M. Y., Lee, C. H., Park. C. (2023). Implications of the Implementation of High School Credit System in Special Schools based on the Experiences of Teachers. Asia-pacific Journal of Convergent Research Interchange (APJCRI), ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, 9(8), 519-534. doi: 10.47116/apjcri.2023.08.41.

MLA:
Ji, Miyoung, et al. “Implications of the Implementation of High School Credit System in Special Schools based on the Experiences of Teachers.” Asia-pacific Journal of Convergent Research Interchange, ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, vol. 9, no. 8, 2023, pp. 519-534. APJCRI, http://apjcriweb.org/content/vol9no8/41.html.

IEEE:
[1] M. Y. Ji, C. H. Lee, C. Park, “Implications of the Implementation of High School Credit System in Special Schools based on the Experiences of Teachers.” Asia-pacific Journal of Convergent Research Interchange (APJCRI), ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, vol. 9, no. 8, pp. 519-534, August 2023.


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