리터러시 수업 혁신의 현장 적용이 교사 전문성 개발에 주는 의미 - 읽걷쓰 실천 교사 사례

초록

This study explored how teachers’ professional development was formed and transformed through the implementation of the Incheon Metropolitan Office of Education’s Reading-Walking-Writing (RWW) policy and literacy instructional innovation program in elementary and secondary schools in Ganghwa. The research was conducted from June to December 2025, with 14 teachers from 1 elementary and 1 middle school. Based on a research–practice partnership among researchers, mentor teachers, and participating teachers, RWW lessons were collaboratively designed and enacted. A mixed-methods approach was employed to collect and analyze survey data (19 items), and semi-structured written interviews were conducted at 3 timepoints (before participation, after lesson design, and after lesson implementation). The qualitative data were interpreted using a narrative inquiry framework structured around temporality, place, and sociality. The findings indicated that prior to participation, teachers expressed strong agreement with the value of learner growth and 4P practices but demonstrated relatively lower levels of understanding regarding conceptual foundations, instructional strategies, and practical implementation. Following lesson design and enactment, the mean scores increased across all domains, including teacher knowl edge, instructional practice, 4P implementation, and support for learner growth. The qualitative analysis further revealed that teachers’ professional identities were reconstructed from “effective instructors” to “designers of learning”; teacher–student relationships shifted from control-oriented structures to collaborative inquiry; knowledge was reinterpreted as a product of generation and construction rather than transmission; and the local community was reconceptualized as a meaningful site of learning rather than a mere background context. Moreover, educational policy came to be understood not as an external mandate but as an educational philosophy enacted through interpretation and adaptation. By conceptualizing literacy instructional innovation as a processual practice reconstructed through teachers’ interpretation-adaptation-enactment, this study demonstrates that policy and teachers’ professional development are mutually constitutive.

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