Journal of Educational Innovation Research 2017, Vol. 27, No. 1, pp.63-90 DOI: http://dx.doi.org/10.21024/pnuedi.27.1.201703.63 Narrative Inquiry of An Elementary School Teacher s Innovation School: Towards Life-centered Educational System in and out of School Purpose: This study covered live stories of a elementary school teacher s innovation school and curriculum management experience. Method: In order to show and reconstruct what has actually happened in the school field, we chose a narrative inquiry as a research method. Results: H teacher has participated in the whole process of curriculum development, construction and management for nine years. For him, nine-year experience of innovation school management was about escaping from an old house and jumping into a new house. Metaphorically speaking, he prepared to build a new house, actually built the house and then lived there with inner members. Preparing to building a new house, he and his colleague needed to rethink and collect critical and constructive thoughts about educational problems including educational reproduction and education for only few students who are already well-ready from home. To change the existing educational curriculum and school culture, teachers continuously had discussion sessions together. The educational community where children, teachers, parents and villages construct life-solidarity was the very result of innovation school management. Conclusion: In the future studies, we hope that case studies of teacher-focused innovation school management are widely done and the practical result can be a catalyst for innovation in the field of early childhood education. Key words : innovation school, experience of innovation school, narrative inquiry, Innovation of Early Childhood Education, Innovation kindergarten Corresponding Author: Han, An-Na, Pusan Nation University, Dept. of Early Childhood Education, Busandaehakro, Jangjeondong, Busan, Korea, e-mail: kk.anna.han@daum.net
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