체육교사의 프로젝트 학습에 대한 인식 분석

고정길(Jung-Kil Koh) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.2

목적 이 연구의 목적은 체육교사를 대상으로 프로젝트 학습에 대한 인식과 경험을 조사하여 체육수업에서 프로젝트 학습의 실천을 활성화하기 위한 시사점을 도출하는 데 있다. 방법 이를 위해 전국의 중등학교 체육교사 198명을 편의표집하여 3개 영역 13개 문항의 설문조사를 진행하였고, 총 182명의 자료를 수집하여 빈도분석을 실시하였다. 결과 연구 결과 첫째, 체육교사들은 체육수업에서 프로젝트 학습이 필요하다고 인식했다. 프로젝트 학습에 대한 높은 인지도와 관심도를 바탕으로 필요성을 인식하고 기대점이 높은 것으로 나타났다. 둘째, 체육교사들은 프로젝트 학습이 체육수업에 미치는 영향이 크다고 인식했다. 체육수업에서 프로젝트 학습의 경험이 있는 체육교사는 39.4%에 불과했고, 창작적 요소가 강한 표현영역에 경험이 편중되어 있다고 나타났지만, 프로젝트 학습의 효과성과 강점을 인식하고 있었다. 셋째, 체육교사들은 체육수업에서 프로젝트 학습의 실천이 충분히 가능하다고 인식했다. 이를 위해 직무연수와 교사학습공동체를 통해서 체육교사의 체계적인 수업 계획 및 조직 역량 강화가 필요하다고 인식했다. 결론 이상의 결과를 바탕으로 다음의 시사점을 얻을 수 있었다. 첫째, 프로젝트 학습은 실생활과 연계한 학습자 중심의 체육수업 실현에 있어 필요한 학습법이다. 둘째, 체육수업에서 프로젝트 학습은 체, 지, 덕의 균형 잡힌 전인교육을 실현할 수 있다. 셋째, 체육교사의 프로젝트 학습에 대한 역량 강화를 통한 현장 실천 가능성 확대해야 한다. Objectives The purpose of this study was to examine the perception and experience of physical education teachers for project based learning, and to derive implications for revitalizing physical education classes to which project based learning is applied. Methods To this end, a survey was conducted targeting 198 secondary school physical education teachers nationwide, and a total of 182 data were collected and frequency analysis was conducted. Results Results of the study First, physical education teachers recognized that project based learning was necessary in physical education classes. Based on high awareness and interest in project based learning, it was found that the necessity was recognized and expectations were high. Second, physical education teachers recognized that project based learning had a large impact on physical education classes. Only 39.4% of PE teachers had experience of project based learning in PE class, and although it was found that the experience was concentrated in the area of expression with strong creative elements, they recognized the effectiveness and strength of project learning. Third, physical education teachers recognized that the realization of project based learning in physical education classes was sufficiently possible. For this purpose, it was recognized that it was necessary to systematically plan lessons and strengthen organizational competence of physical education teachers through teacher training and teacher learning community. Conclusions Based on the above results, the following implications were obtained. First, project based learning is a learning method necessary for realizing learner-centered physical education classes linked to real life. Second, physical education classes applying project based learningcan realize a balanced holistic education of body, intelligence, and personality. Third, the possibility of realization in the field should be expanded by strengthening the competency of physical education teachers for project based learning.

통합체육교사의 지도능력에 대한 예비체육교사의 인식 유형: Q방법을 중심으로

김혜민 ( Hye-min Kim ),이현수 ( Hyun-su Lee ) 한국특수체육학회 2018 한국특수체육학회지 Vol.26 No.3

본 연구는 Q방법을 활용하여 통합체육교사의 지도능력에 대한 예비체육교사의 인식 유형과 그에 따른 특성을 분석하는데 있다. 이는 통합체육교사에 대한 예비체육교사의 주관적 반응을 통하여 이에 대한 인식이 어떻게 다른지 분석하고, 유형을 제시함으로써 각 유형별 특징을 밝히고자 하는 것이다. 이를 위해 예비체육교사들을 대상으로 면담과 브레인스토밍을 실시하여 도출된 통합체육교사에 대한 인식 관련 진술문과 선행연구들을 바탕으로 총 74개의 Q모집단을 구성하였으며, Q모집단의 유목화를 통해 최종 38개의 Q표본을 추출하였다. 연구대상자는 Q방법론의 소표본 이론(small sample doctrine)에 근거하여 P대학교 체육교육과에 재학 중이며, 교생실습을 수료한 대학 및 대학원생 34명을 선정하였다. 자료처리는 QUANL pc program을 통해 Q요인분석 등의 방법으로 통계처리 하였으며, eigen value 1.00이상인 요인만을 추출하였다. 이에 따른 연구결과로 통합체육교사의 지도능력에 대한 예비체육교사의 이미지 유형은 네 개 유형으로 나타났다. 제 1유형은 통합개선 의지 부족형(10.7), 제 2유형은 능동적 책임 추구형(5.6), 제 3유형은 전문가적 역량 부족형(2.3), 제 4유형은 적극적 통합 지향형(1.9)으로 도출되었다. 이러한 결과는 통합체육교사의 지도능력에 대해 예비체육교사의 인식을 파악하기 위한 구체적인 정보와 성공적인 통합체육을 위한 기초자료로 활용될 것으로 보인다. This study aims to analyze the perception types of preparatory physical education teachers regarding the teaching abilities of physical education teachers in the teaching of students with disabilities along with the characteristics that follow by applying the Q Method. This is to analyze how principles differ through the subjective reactions of preparatory physical education teachers regarding physical education teachers, present different types, and bring light to the characteristics of each type. For this, a total of 91 Q populations were formed based on previous studies and image statements regarding physical education teachers drawn by conducting interviews and brainstorming sessions with preparatory physical education teachers and after classifications were made of these Q populations, a final number of 38 Q samples were extracted. 34 attending university and graduate students in the physical education department of P University were selected as research subjects on the grounds of the small sample doctrine of the Q methodology. Data was processed through statistical processing using methods such as Q factor analysis through a QUANL pc program. Research results showed that there were four image types of preparatory physical education teachers regarding the teaching abilities of physical education teachers in the teaching of students with disabilities (Type 1: 10.7, Type 2: 5.6, Type 3: 2.3, Type 4: 1.9) and the types were lack of will towards integrated improvement type (Type 1)’, the active responsibility-seeking type (Type 2), the professional competence lacking type (Type 3), and the active integration-oriented type (Type 4). It seems that these results can be applied as detailed information that sheds light on the perceptions of preparatory physical education teacher regarding integrated physical education teachers and as base material for successful integrated physical education.

초등학교 여교사의 체육수업 실태 분석

이광무,이유경 한국초등체육학회 2010 한국초등체육학회지 Vol.15 No.3

This study aimed at providing a fundamental material for the normal operation of physical education curriculum and the qualitative improvement of physical education class. In order to achieve such aims, the study identified the factors of physical education class that generated specific problems of physical education class through the analysis of the actual state of physical education class and analyzed differences caused by the teacher's experience and marital status, and teachers' recognition of the ideal method for a normal operation. The subjects of this study included 200 female teachers from 10 elementary schools in D metropolitan city. The research instrument employed in this study was the questionnaire composed of 28 questions on the actual state of physical education class and the ideal method for a normal operation. The collected data were subjected to frequency analysis and descriptive analysis. The mean and standard deviation were calculated using SPSS 12.0 program, and t-test and one-way analysis of variance were conducted. The following results were obtained in the study. First, with regard to the actual state of physical education class, teachers recognized the goal of physical education class the most, followed by instruction on the physical education environment and the operation of physical education. The instruction state of physical education class ranked the lowest. Although the higher proportion of teachers recognized that physical activities is helpful for the balanced growth of children, they thought physical classes were being delivered inefficiently at schools. Second, with regard to the differences of the actual state of physical education class according to teachers' experience and marital status, married teachers with more than 10 years experience turned out to operate physical education class more efficiently in all sectors. Overall, it is highly considered that teachers with more experience have confidence in delivering classes, regardless of their preference for class, and operate classes more efficiently. Third, as for the ideal method for the normal operation of physical education, teachers preferred exclusive physical education teachers most among teacher types. The higher proportion of teachers wanted the expansion of physical education facility equipments and the expansion of the system which requires physical education classes to be delivered by exclusive physical education teachers. As for the amount of physical education class, three hours per week, the same amount delivered under the current curriculum, was preferred the most.

중등체육교사 핵심역량모델 개발

구형근,류태호 한국스포츠교육학회 2024 한국스포츠교육학회지 Vol.31 No.1

본 연구의 목적은 중등체육교사에게 요구되는 역량은 무엇인지를 살펴보고, 이를 바탕으로 중등체육교사 핵심역량모델을 개발하는 데 있다. 이를 위해 본 연구에서는 체육교사로서 갖추어야 하는 핵심역량을 도출하고, 핵심역량에 대한 현직 체육교사의 요구분석을 실시하였다. 본 연구의 결과를 정리하면 다음과 같다. 첫째, 중등체육교사 핵심역량모델의 구성요소는 무엇인가? 중등체육교사 핵심역량모델 개발은 국내외 교사역량 관련문헌 분석과 델파이 조사를 바탕으로 이루어졌으며, 중등체육교사 핵심역량모델은 4개의 역량군과 15개의 핵심역량으로 도출되었다. 둘째, 중등체육교사 핵심역량에 대한 요구도는 어떠한가? 중등체육교사 핵심역량에대한 요구도 분석을 위해 서울·경기 지역에서 근무하는 중등체육교사 168명을 대상으로 설문 조사를 실시하였다. 이에 요구도가 가장 높은 최우선순위 역량은 ‘체육수업계획 역량’, ‘체육수업실행 역량’, ‘체육수업평가역량’ 등으로 나타났다. 이러한 연구결과를 바탕으로, 본 연구에서는 중등체육교사 핵심역량모델의 활용방안에 대해 살펴보았다. 연구자는 국내에서 교사교육과 교사역량을 연관지어 살펴보는 노력이 국외에 비해 상대적으로 부족하다고 보았으며, 이에 국외의 사례를 참고하여 교사역량을 교사교육에 활용할 수 있는 방안에 대해 예비교사 단계와 현직교사 단계로 구분하여 접근하였다. This research aims to explore the competencies required for secondary physical education teachers and to develop a core competency model for secondary physical education teachers. Teacher competencies were identified through a literature review of domestic and international research on teacher competencies and a Delphi method. The core competency model for secondary physical education teachers was also developed by integrating the needs assessment of current physical education teachers. The following research questions were imperative to consider in the study results: firstly, what are the components of core competencies for secondary physical education teachers? The development of the core competency model for secondary physical education teachers was established through a literature review and a Delphi approach. As a result, the core competency model for secondary physical education teachers consists of 15 core competencies which are divided into four competency groups. Secondly, what is the perceived level of attainment and needs of core competencies for secondary physical education teachers? The researcher surveyed a total of 168 secondary physical education teachers working in Seoul and regions in Gyeonggi province by creating questionnaires to determine their perceived level of attainment and the importance of core competencies. The result of the needs analysis revealed that the most priority competencies include ‘planning for PE class’, ‘implementation of PE class’, and ‘assessment in PE class’. Based on the study results, the following points are discussed: the practical usage of the core competency model for the secondary physical education level was examined. The researcher found that domestic research connecting teacher education and teacher competencies is relatively lacking compared to international research. Thus, the researcher devised the ways in which teacher competencies can be utilized in teacher education on two levels: pre-service and in-service teacher education.

여고생의 체육교사신뢰와 체육학습의욕 및 체육수업만족의 구조분석

김승환,조미혜 한국여성체육학회 2020 한국여성체육학회지 Vol.34 No.2

The purpose of this study is to investigate the structural relationship among the physical education teacher-trust, the physical education learning motivation, and the satisfaction of physical education class in high school female students. In order to achieve this purpose, a total 337 questionnaires were used the as final valid sample for high school female students in the Incheon area using the convenience sampling method. For data processing, SPSS ver 18.0 and AMOS 18.0 program were used to verify the fit of the entire model and then individual hypotheses were verified. The result are as follows. First, the physical education teacher-trust for high school female students had statistically positive effect on the satisfaction of physical education class. Second, the physical education teacher-trust had statistically positive effect on the physical education learning motivation. Third, the physical education learning motivation had statistically positive effect on the satisfaction of physical education class. Therefore, in order to increase the satisfaction of physical education class, it was found that trust in teachers and the physical education learning motivation are very important factors. And teachers need to build a relationship of intimacy and trust through ongoing interaction with students. In the future study, research on the development of specific teaching strategies and teaching programs in which high school female students can trust the PE teacher should be conducted. 이 연구의 목적은 여고생의 체육교사신뢰와 체육학습의욕 및 체육수업만족의 구조적 관계를 규명하는 것이다. 이를 위해 편의표본추출법을 사용하여 인천지역의 여자고등학교 학생을 대상으로 설문을 진행하였고총 337부를 최종 유효 표본으로 사용하였다. 자료처리는 SPSS 18.0과 AMOS 18.0 프로그램을 활용하여 전체모형의 적합도를 확인하고 각각의 가설들을 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 여고생의 체육교사신뢰는 체육수업만족에 유의한 정(+)적인 영향을 미쳤다. 둘째, 여고생의 체육교사신뢰는 체육학습의욕에 유의한 정(+)적인 영향을 미쳤다. 셋째, 여고생의 체육학습의욕은 체육수업만족에 유의한 정(+)적인 영향을 미쳤다. 따라서 여고생의 체육수업만족도를 높이기 위해서는 교사에 대한 신뢰와 체육학습의욕이 매우중요한 요인이며, 교사는 학생과의 지속적인 상호작용을 통해 친밀함과 신뢰의 관계를 형성해야 하는 것으로 나타났다. 마지막으로 후속연구에서는 여고생들이 체육교사를 신뢰할 수 있는 구체적인 교수전략과 수업프로그램 개발 연구가 진행되어야 할 것이다.

스포츠교육학 : 체육교사 양성프로그램의 현상학적 분석

손천택(SonCheon-Taik),강신복(KangShin-Bok),( Patt Dodds ) 한국체육학회 2003 한국체육학회지 Vol.42 No.4

The purpose of this study is to phenomenologically analyze the quality of physical education teacher education program in Korea from the perspective of pre-service teachers who are direct recipients of the PETE program. More specifically, the purpose of this study is to deeply understand how pre-service teachers accept their experience of physical education teacher education programs, how teacher educators design and implement curricular for pre-service teachers and how in-service teachers recognize their PETE programs in retrospect.To achieve the proposed research questions, 15 participants from three competitive universities of physical education teacher education program were purposely selected. From each university 5 participants are selected, 1 sport pedagogist, 1 sub-discipline researcher, 2 pre-service teacher and 1 in-service teacher recently graduated from the selected university. Data are being collected through three stages of phenomenological in-depth interview. Collected data are analyzed through two procedures suggested by Seidman(1983): one is to categorize important content and the other is to make out personal profile for each participant.On the basis of analyzing and discussing the collected data, five conclusions are drawn: First, pre-service teachers decide to enter PETE program on the basis of positive attitude toward physical education, scholastic ability and possibility of admission without deeply considering aptitude toward teaching profession, self-sacrificing attitude toward students: Second, physical education teacher educators are not conductive to establishing vocational identity or improving speciality: Third PETE programs are composed of physical education teacher educators are not developing teaching methods of physical education in pre-service teachers: Fifth, student practice is not conducted effectively because of institutional problems and indifference of universities and secondary schools.

현직체육교사들의 체육교사교육 실효성에 대한 비판적 소고

조욱상(Cho, Ook-Sang),김종욱(Kim, Jong-Wook) 한국체육과학회 2014 한국체육과학회지 Vol.23 No.3

The purpose of the study was to investigate physical education teachers’ critique of the effectiveness of teacher professional development programs for physical education teachers’ expertise and to suggest a practical teacher professional development prognun regarding the current physical education teachers’ critique. In terms of data collection, four secondary physical education teachers who were involved in a physical education pedagogy major master program of a university participated in this study. All participants had in-depth interviews with researchers focusing on contents and instructional approaches of the current professional development programs for physical education teachers and practical approaches to improve the effectiveness of teacher professional development programs. Interview data were analyzed by the inductive analysis by creating categories related to practical problems around physical education teachers’ professional development and possible instructional approaches for reforming teacher professional development programs. The results reveal that the participated physical education teachers had negative perspectives on effectiveness of teacher professional development programs because of low quality of curriculum. teachers’ indifference, and institutional problems. The suggested practical professional development program for physical education teacher emphasizes the need for reforming teacher education curriculum and understanding teacher development stages.

온라인 개학에 대처하는 체육교사들의 노력 과정

조건상,권용철,양동석 한국교원대학교 교육연구원 2020 敎員敎育 Vol.36 No.4

The purpose of this study is to deeply understand the difficulties and efforts of physical education teachers responding to Covid-19 through remote physical education classes and to explore ways to improve distance learning physical education classes based on them. To this end, an online survey was conducted with 344 physical education teachers belonging to the Busan Metropolitan City Sports Curriculum Research Association community, and a Focus Group Interview (FGI) was conducted with six physical education teachers. The results of the study are as follows. First, at the beginning of the online school, physical education teachers felt extreme stress and initially refused, but later showed a willingness to overcome distance learning physical education classes. Second, in the process of conducting distance learning physical education classes, physical education teachers experienced numerous failures but moved to overcome problems associated with remote classes by exercising the power of collective intelligence and collective community. Third, physical education teachers made efforts to turn the current crisis into an opportunity, and they noted that various content materials, along with teaching, and learning methods should be developed in order to prepare for future distance learning physical education classes that may be experienced again. Based on the results of this study, the necessity of various efforts of the educational community and teachers for distance physical education classes was suggested. 본 연구는 원격 체육수업을통해 코로나-19에 대응하는 체육교사들의 어려움과 노력 과정을 심층적으로 이해하고 이를 바탕으로 원격 체육수업의 개선방안을 탐색하고자 하는 데 연구의 목적이 있다. 이를 위해 부산광역시 체육교과연구회 커뮤니티 소속 체육교사 344명을 대상으로 온라인 설문을 실시하고, 체육교사 6명을 대상으로 FGI(Focus Group Interview)를 실시하였다. 연구결과는 다음과 같다. 첫째, 온라인 개학 초반부에 체육교사들은 처음 겪어보는 온라인 개학과 원격수업에 대해 심각한 스트레스를 받으며 거부감을 보였으나 원격수업을 극복하고자 하는 의지를 보였다. 둘째, 원격수업을 실시하는 과정에서 체육교사들은 수많은 실패를 경험하면서도 집단지성의 힘과 집단 공동체성을 발휘해 원격수업에 도전하면서 극복하고자 하는 움직임을 보였다. 셋째, 체육교사들은 현재의 위기를 기회로 만들려는 노력을 기울이고 있었으며, 또다시 겪게 될지 모르는 미래의 원격수업에 미리 대비하도록 다양한 콘텐츠와 교수·학습 방법을 개발해야 한다고 하였다. 이러한 연구결과를 바탕으로 원격 체육수업을 위한 교육계와 교사들의 다양한 노력의 필요성에 대해 제언하였다.

Trend and Issues in Physical Education Teaching Practicum Research and Directions

( Byung Kweon Chang ),( Yung Sik Kim ),( Jung Il Oh ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: The purpose of this research was to considerate the physical education teaching practicum research, identify trends and issues, and explore the challenges. Method: The method used in the research was literature review. The physical education teaching practicum research was searched through Research Information Sharing Service (RISS) in Korea Education and Research Information Service (KERIS). ``Teaching Practicum``, ``Physical Education`` is keyword for making 33 researches database. First categorization is about topic. Second categorization is about object, school level, method, and situation. Through categorization and analysis, this research identifies trends and issues in physical education teaching practicum research. And explore the challenges. Result: Physical education teaching practicum research was studying about 4 topics. First, ``The current and improvement direction of teaching practicum`` had least amount of research (6.06%). All research (2) was studying about elementary school, pre-service teachers, teaching practicum in general, and qualitative research. But it was not enough for identify trends and issues. Second, ``Experience of teaching practicum`` had most amount of research (42.42%). They analyzed ``Experience of pre-service teachers or cooperating teachers (10)`` or ``Teaching practicum through program (4)``. Third, research about ``Perception of teaching practicum`` (27.27%) analyzed ``Perception of pre-service teachers or cooperating teachers (7)`` or ``Psychological factors (2)``. Fourth, research about ``Analysis of teaching practicum class`` (24.24%) analyzed ``Teaching-learning behaviors (4)`` or ``Pedagogical content knowledge of physical education (4)``. Trends of physical education teaching practicum research focused on research about ``Experience of teaching practicum (42.42%)``, ``Pre-service teachers (81.82%)``, ``Qualitative research (63.64%)``, ``Teaching practicum in general (66.67%)``. On the other hand, research about ``Cooperating teachers (9.09%)``, ``Quantitative research (36.36%)``, ``teaching practicum class (33.33%)`` were few. Conclusion: Challenges of physical education teaching practicum researches are as follows. First, analysis and research about present physical education teaching practicum program is necessary. Second, comparative research between cooperating teachers and pre-service teachers is necessary. Third, analysis research about teaching practicum class is necessary. Finally, systematic program development research about physical education teaching practicum is necessary.

특수체육교사의 체육(건강) 과목에 대한 의식조사 연구

김경숙 한국특수체육학회 2004 한국특수체육학회지 Vol.12 No.1

The purpose of this study is to survey the perception on the physical education of the adapted physical education teachers who take part in the field of handicapped. For this object, 82 of teachers in Seoul were selected and practiced the questionnaire. The collected data was used the simple frequency analysis and the percentage to figure out the general propensity of the sample and the results are as follow. First, the largest numbers of the adapted physical education teachers in the field of handicapped are from the adapted physical education major. Second, the adapted physical education teachers think that the students need to take physical education class more than two hours at least per a week. Third, the teachers think that the adapted physical education theories and the adapted physical education major theories are mostly required. Forth they think that students need to take swimming class in the part of adapted physical education however, in the part of physical education class, soccer appeared higher than swimming class Fifth, the most difficult thing in the class is lack of teaching method. Sixth, they think the adapted physical education majoring course is better for the adapted physical education teacher as the education course. Seventh, they think that the expecting effect of the physical education is the improvement of the physical power fitness.