Abstract

This study utilized the narratives of Clandinin and Connelly (2000) and conducted in-depth interviews for 90 minutes on three occasions from September to November 2019. Item and the development of a preliminary study for the interview questions is not criticised A-levels which made an open question. The meeting participants and field notes with text messages, phone, was analyzed centering on the details of his interview. The results of this study are as follows. First, the convergence education majors entered the convergence education major in order to solve the limitations of existing education and were operating career coaching and education companies in common in the education sector. Second, in the application method of convergence education, the free semester system, free grade system, special courses for middle school students were provided, and the education method was to communicate with oneself, 1:1 education, and activities to break the framework of thinking. Third, in the problems and requirements of the convergence education class, they wanted to check their effectiveness or evaluation of their classes, such as the lack of class time due to the single class, the lack of the program effectiveness analysis system, and the difficulty of the class method for level education. Fourth, in the core competency of convergence education experts, it was found that they were developing their own personal capabilities through YouTube, books, research materials, and outside activities, and that education for education experts other than teachers was not being conducted. Four suggestions were made for this. First, proposed effective integrated education program planning and implementation process, second, prepared evaluation criteria for convergence education programs, third, providing diverse support and opportunities for outside activities, and fourth, preparing a venue for collaboration and communication.