As an inter-connectivity derived from the globalization is enhanced, some problems such as poverty, refugees, abnormal weather, epidemics, terrors and international conflicts have effects on even our lives across borders. Therefore, the global citizen... As an inter-connectivity derived from the globalization is enhanced, some problems such as poverty, refugees, abnormal weather, epidemics, terrors and international conflicts have effects on even our lives across borders. Therefore, the global citizenship education which emphasizes practical ability with sense of responsibility and critical thought as essentials factors global citizens should have is prominently emerging as a main educational goal in the international society. The purpose of this study is to examine some educational meanings of practical experiences of teachers in schools, for the global citizenship education. To this end, in-depth interviews of global citizenship education lead teachers were conducted to investigate their practical experiences of it in their schools, through the narrative inquiry, one of some qualitative researches. Following questions are asked to understand their field experiences in schools. First, which teachers come to have their interests in the global citizenship education? Second, how they reorganize the global citizenship education in their schools and in doing so what difficulties they have experienced? Third, what motivations and educational meanings encourage them to practice the global citizenship education in the field? The researcher referred to many literatures regarding the global citizenship education, published in home and abroad, in order to give answers to such questions, and conducted the narrative inquiry by recruiting 10 teachers in elementary/junior high schools, who have served as leading teachers of the global citizenship education in the metropolitan area(Seoul, Gyeongi and Incheon), Chungcheong-do and Gyeongsang-do. The findings from an examination of their practical experiences of the global citizenship education can be summarized: First, opportunities by which leading teachers were involved in the global citizenship education were related with their various childhood and teaching profession lives. A common characteristic found among them is to sense problems in an individual situation and introspect with critical thoughts. When the teachers were frustrated due to sense of alertness to the education, stuffiness and skepticism from their teaching professions, and discrimination of stereotypes and prejudices, they were exposed to the global citizenship education which corresponded to their value and faith, while feeling it as a fate rather than a chance. Second, leading teachers who participated in the global citizenship education have reorganized and practiced it by adapting it to individual situations or schools, under many difficulties in the field. Although their grades of school(elementary, junior high and high), teaching professions, subjects and areas are differed, the common characteristics found among them is to make a connection with their interests and hobbies and aim toward empirical experience activities through practices, rather than contents-centered class. And some difficulties teachers have suffered from, while practicing the global citizenship education can be categorized into exterior and interior factors. The former includes the entrance exam-oriented education which is socioculturally prevalent, bureaucratization of school organization, unaffordable school life due to burdensome administrative tasks, lack of professor/learning materials related with the global citizenship education and indifference and uncooperative attitudes of managers and fellow teachers. The latter includes equivocal and different ideas of the global citizenship education, patriotism and globalism which are opposite ideology against it, students' actual attitude for the lives, which is different from that taught by teachers and confusions from dilemmas caused by imbalance with family. Third, Although each teacher's recognition, attitude and interesting theme of the global citizenship education were varied, they found that their happiness is derived from their students' or others' pleasure or well-being, as they have introspected their educational faith, while commonly practicing the global citizenship education. In addition, they said that they might grow and get an affirmative energy when they made relationships and interacted with each other in the community where people with similar mind and goals came together. From this analysis, following conclusions can be drawn. First, an empirical analysis by teacher's teaching career, subject, grade of school and area can provide more elaborate and specific information for the development of policy of the global citizenship education. Second, practically empirical narratives of leading teachers in the global citizenship education may be useful materials which narrow the gap between theological/political discourses of the global citizenship education and schools by representing the situation in the field. Third, the most significant motive by which teachers can continuously practice the global citizenship education even under many difficulties in their schools is that they have found values and implications of works they have done. So it is absolutely certain that the global citizenship education is a proper and meaningful one for teachers and students and would be a good passage through which an essential goal of the education may be discovered. On the basis of such results and conclusions, some political suggestions for establishment and activation of the global citizenship education in schools include active publication by the government, environment in which spontaneous practice can be encouraged, rather than formal custom, development of significant and practical field of exchange and simplification in procedure of connection with exterior agency. Moreover, other suggestions for future study of the global citizenship education development include reflection of students' perspectives, research of various experiences of teachers and comparison among education bureau located at cities and provinces.
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