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택견 지도자의 교육신념과 지도실제 간의 갈둥에 관한 연구
정경화(Gyung-Hwa Jeong) 한국무예학회 2007 무예연구 Vol.1 No.1
택견이 그 동안 양적인 성장위주의 모습이었다연, 향후의 택견은 종주국으로서의 위치를 유지하고 계속적인 발전을 위해 우수한 지도자 양성에 힘을 기울려야 할 것이다. 따라서 본 연구에서는 지도자의 교육신념과 지도실제에 관한 분석뿐만이 아니라, 갈등원인을 규명하여 그 원인을 해결하는 방안을 제시하고자 하는 것에 목적을 두고 있다. 그리고 바람직한 교육신념을 지닌 택견지도자의 모습을 정립하고자 하는데 그 목적을 두고 진행하였다. 첫째, 인구통계학적 변인에 따른 교육신념에는 차이가 있었다, 구체적으로 현령, 현동, 직책, 학력, 1회 평균수련생 수, 지도경력, 도장위치, 사범수에 따라 교육신념에는 모두 차이가 있는 것으로 나타났다. 둘째, 인구통계학적 변인에 따른 지도실제에는 차이가 있었다. 구체적으로 현령, 현동, 직책, 학력, 1회 평균수련생 수, 지도경력, 도장위치, 사범수에 따라 지도실제에는 모두 차이가 있는 것으로 나타났다. 셋째, 인구통계학적 변인에 따른 갈등요인에는 차이가 있었다. 구체적으로 현령, 현동, 직책, 학력, 1회 평균수련생 수, 지도경력, 도장위치, 사범수에 따라 지도실제에는 모두 차이가 있는 것으로 나타났다. 넷째, 교육신념의 하위요인은 갈등요인에 영향을 미치는 것으로 나타났다. 택견은 현재 미래의 초석을 다지는 과도기에 있다고 할 것이다. 따라서 택견 지도자들은 올바른 신념을 겸비하고 수련자들의 지도에 나서야 할 시점인 것이다. 또한 택견 지도자들이 자신들의 목표를 달성하기 위해서는 자신의 신념과 교육적 현실을 똑바로 볼 수 있는 넓은 시야를 가져야 할 것이며, 이것은 지도자들이 끊임없이 연구하고 노력하는 모습 속에서 찾을 수 있을 것이다. This study examines closely analysis about conflict cause between Taekgyeon master’s educational belief and teaching practice. Also. this study wish to establish Taekgyeon master’s image that have desirable educational belief. In order to identify the cause of the conflict, there were a total of 78 Taekgyeon master inquired as subjects for the development of the first tool and total of 276 Taekgyeon master were inquired for the development of final test. In actual analysis, 256 Taekgyeon master were interviewed. For study’s purpose, this study see also for Exploratory Factor Analysis(R-type), Reliability test through Cronbach’s Alpha, educational belief based on Taekgyeon master’s personal data and teaching practice’s difference verification laying stress on relation with factors through coded data. Independent Samples t-test and One-way ANOVA. Standard Multiple Linear Regression Analysis to examine closely whether linearity with educational belief and teaching practice factor exists by conflict factor. Accordingly, following conclusion got. First, this study found each 4 factor about educational belief factor (deciveness, practical mindedness, leadership, variety) through factor analysis, teaching practice factor (deciveness, practicality, leadership, variety), conflict factor (educational conflict, economical conflict, working environment conflict, social conflict) via the first pilot test and the second test. Second, educational belief by demographical factors was difference. There are all differences of educational belief according to the age, level of dong, official responsibility, level of education, number of trainees per hour, length of instruction, the location of practice hall. and the number of instructors. Third, teaching practice by demographical factors was difference. There are all differences of teaching practice according to the age, level of dong, official responsibility, level of education, number of trainees per hour, length of instruction, the location of practice hall, and the number of instructors Forth, conflict factor by demographical factors was difference. There are all differences of conflict factor according to the age. level of dong, official responsibility, level of education, number of trainees per hour, length of instruction, the location of practice hall, and the number of instructors. Fifth, There was a linear relationship between educational belief and its cause of conflict. 1) There were a linear relationship between educational belief and variety factor of educational conflict. 2) There were a linear relationship between educational belief and deciveness factor of economical conflict. 3) There were a linear relationship between educational belief and leadership factor of working environment conflict. Sixth, There was a linear relationship between teaching practice and its cause of conflict. 1) There were a linear relationship between teaching practice and variety and deciveness factor of educational conflict. 2) There were a linear relationship between teaching practice and leadership and deciveness factor of economic conflict. 3) There were a linear relationship between teaching practice and practical mindedness factor of working environment conflict. 4) There were a linear relationship between teaching practice and leadership, deciveness and variety factor of social conflict.
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택견 지도자의 교육적 신념이 인지적 갈등에 미치는 영향
정경화(Jeong Gyung-Hwa),김경지(Kim Kyung-Ji),전정우(Jun Jung-Woo),김종경(Kim Jong-Kyung),조성균(Cho Sung-Kyun) 한국체육과학회 2005 한국체육과학회지 Vol.14 No.2
This study examines analysis about influece of the educational belief on cognitive conflict of Taekjyeon master. Also, this study wish to establish Taekjyeon master's image that have desirable educational belief. In order to identify the cause of the conflict, there were a total of 78 Taekjyeon master inquired as subjects for the development of the first tool and total of 276 Taekjyeon master were inquired for the development of final test. In actual analysis, 256 Taekjyeon master were interviewed. For study's purpose, this study see also for Factor Analysis, Reliability test, Independent Samples t-test and One-way ANOVA, Standard Multiple linear Regression Analysis. Accordingly, following conclusion got. First, this study found each 4 factor about educational belief factor (deciveness, practical mindedness, leadership, variety) through factor analysis and conflict factor(educational conflict, economical conflict, working environment conflict, social conflict) via the first pretest and the second test. Second, educational belief by demographical variables was difference. There are all differences of educational belief according to the age, level of dong, official responsibility, level of education, number of trainees per hour, length of instruction, the location of practice hall, and the number of instructors. Third, conflict factor by demographical factors was difference. There are all differences of conflict factor according to the age, level of dong, official responsibility, level of education, number of trainees per hour, length of instruction, the location of practice hall, and the number of instructors. Fifth, There was a linear relationship between educational belief and its cause of conflict. 1) There were a linear relationship between educational belief and variety factor of educational conflict. 2) There were a linear relationship between educational belief and deciveness factor of economical conflict. 3) There were a linear relationship between educational belief and leadership factor of working environment conflict.
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