인문·사회과학편 : 초등 예비교사의 체육교사로서의 정체성 발달을 위한 교사교육 = Pre-service Teachers` Identity Development as Physical Education Teacher in an Elementary Physical Education Methods Course

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine pre-service elementary teachers’ identity development in an elementary PE methods course which was designed to facilitate teacher identity development. Findings revealed that teacher candidates’ initial identities were characterized as: (a) ambiguous self, (b) feared self, (c) non-teaching self, and (d) avoiding teaching self. Findings showed that a methods course designed with a specific focus to develop identity can be helpful for pre-service teachers to teach PE by facilitating identity changes: (a) from noneducational to educational lens, (b) from how to play well to how to teach well, (c) from being inactive to being active, (d) from reckless to cautious confidence. Teacher education program experiences such as teaching and learning in the community of practice, reflective writing, direct elementary PE experience, indirect elementary PE experience, and teacher educator's modeling behaviors were turned out to be important components in teacher identity development.

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