This research aims to present insights into the operation of the Teacher Research Year through the analysis of the experiences of teachers participating in the special training program for the Teacher Research Year. To achieve this, we analyzed the activities of the professional learning community that participating teachers experienced during the special training period of the Teacher Research Year, as well as the research topics and processes of these teachers. The results obtained from this study can be summarized in the following two points: First, participating teachers experienced autonomous collaborative planning within the identity of being members of an 'out-of-school' professional learning community during the special training program of the Teacher Research Year. Second, in the selection of research topics and the research process, participating teachers experienced the 'practice of a research-oriented learning community' through consultation by field research experts and networking, both in tangible and intangible ways, among participating teachers. Based on these two aspects, each participating teacher concluded their research results by 'objectifying' their educational field and demonstrating their field-based teaching expertise, considering various teacher career stages and research concerns. The researchers of this study focused on the aspects experienced by participating teachers to reflect on the insights required for the future operation of the Teacher Research Year, based on these two main findings.