Narrative Inquiry of the experience of one elementary school teacher's participation in the IBEC program

Objectives This study attempted to examine the process and effectiveness of the IBEC program during the training provided to teachers in the field in the context of the spread of IB education, and to examine what is ultimately achieved through IB education. Methods Among the teachers who have experienced the IBEC program, a 21st-year elementary school teacher with practical experience who knows well about the Korean curriculum was selected as a research participant and analyzed by applying a narrative inquiry method. A total of six interviews were conducted, starting with unstructured interviews and semi-structured interviews were conducted based on the story. The research text was composed based on the field text, and the research participant was asked to confirm whether what the researcher understood and interpreted was correct. Results First, a budget should be secured so that more teachers can participate in the IBEC program. Second, it is necessary to create an institutional environment to prevent teacher burnout in the process of participating in the IBEC program. Third, since cooperation between fellow teachers is important for IB education, the teacher learning community should be further activated. Fourth, in the process of applying IB education, Korea's own KB education must be realized. Conclusions It is necessary to develop and develop KB, a new educational brand unique to Korea, by benchmarking it according to the situation in Korea through continuous research and practice on IB education.