The Impact of Curriculum Development Experiences in Future-Oriented Innovative Schools on Teacher and Student Agency

Objectives The purposes of this study were to examine how curriculum design and participation in designed classes affected teacher and student agency in future-oriented innovative schools. Methods Pre- and post-surveys were conducted with 24 teachers and 308 students from four future-oriented innovative schools in Incheon to assess changes in teacher and student agency. Teacher agency was evaluated focusing on collaborative agency (teacher learning communities), curriculum literacy and reconstruction, teacher-developed units, and curriculum implementation. Student agency was assessed based on goal setting, self-directed learning, metacognition, and self-reflection. Results The common steps of the curriculum development experience for future-oriented innovative schools were visualized and presented as a model. It was confirmed that the average scores in all areas of teacher and learner agency improved after the curriculum development experience. Conclusions Through curricula developed and operated based on student participation, it is possible to cultivate student agency and future competencies. To effectively carry out school-level curriculum development, it is necessary to promote development centered on professional learning communities.