The Teacher’s Participation Factors of Teacher Learning Community(TLC) and the Characteristics and Difficulties in the Operation Process of the Convergent Subject TLC

Purpose: The purpose of this study is to compare the teachers’ participation factors in the teacherlearning community(TLC)(the same subject, the convergent subject), and to explore the characteristicsand difficulties that appear in the operation process of the convergent subject TLC. Methods: For this purpose, researchers interviewed 5 teachers related to the convergent subject TLC,and collected and analyzed data on the participation factors of each TLC and operation process ofthe convergent TLC. To analyze, the participation factors were categorized into personal factors, socialfactors, and organizational factors. The operation process was divided into introduction, learning andpractice of proceeding, and finishing. Results: As a result, there were differences in the participation factors between the same subjectTLC and the convergent subject TLC. The teachers’ participation factors in the same subject TLCinclude learning needs of teaching and learning contents and methods, satisfaction of collaboration,and overcoming closed school cultures. On the other hand, the teachers’ participation factors in theconvergent subject TLC include the willingness to improve teaching and learning, sharing values suchas the importance of convergent education, and overcoming the separate expertise by subject. Thisdifference is attributed to the perception of teachers that each TLC has different characteristics. Inaddition, the convergent subject TLC is composed of specific subjects, develops programs in the contextof connecting the contents between the subjects, conducts open classes and then reflects on thempersonally and structurally. Conclusion: In this process, it was pointed out that the difficulty on finding connection betweensubjects, lack of class time, and lack of evaluation connectivity were found. The results of this studyhave implications in expanding the preceding studies on the TLC and suggesting ideas for createmeasures to support teachers who want to implement convergence education.