초임체육교사의 교수가치관 형성 = Development of Teaching Perspectives in Beginnig Physical Education Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze the teaching perspectives of beginning physical education teachers. Therefore, the following was investigated: (a) a composite biography of beginning teachers, (b) the construction of beginning teachers' teaching perspectives, and (c) the changes in beginning teachers' teaching perspectives.
The investigator employed three established data-gathering methods: interviews (patton, 1990), observation(Spradley, 1980), and document analysis (Goodman, 1985: Tabachnick et al, 1980). Interviews (Patton, 1990) were the primary data-gathering method. The principles of the "constant comparative" method of analysis (Glaser & Strauss, 1967) were used to analyze data obtained from observations, interviews and document analysis.
The findings of this study indicated that the beginning teachers were affected in different ways by the apprenticeship of observation, but they were all profoundly affectted by it. While many beginning teachers in this study tried to pattern themselves after good teachers, some beginning teachers rejected the negative characteristics of some of their former teachers, particularly those who were authoritarian. At least some teachers tried to critically reflect on their apprenticeship: the poor experiences they encountered as students prompted them to create teaching environments different from those they personally experienced.
The socializing power of the university appeared to be weak compared with the apprenticeship of observation and the contending norms of schools. Furthermore, this study supports the contention that formal teacher education program is limited in its ability to reshape previously established beliefs and practices.
Many changes took place in the beginning teachers' perspectives and practices. First of all, many believed they became more effective in their teaching methods and in controlling students. Secondly, with their growing confidence, the beginning teachers with well-established teaching perspectives attempted to express their teaching perspectives whenever they perceived it as appropriate while beginning physical education teachers with less-established teaching perspectives were easily molded into the framework of the status quo. The third, most prevalent change detected was related to their conceptions of student control.
Six out of thirteen beginning teachers experienced the reality shock (Veenman, 1984) common among first year classroom teachers. The deginning teachers' feelings of unpreparedness and related reality shock might be traced to the grueling situations found in the Korean educational system, and unrealistic university preparation program in Korea, and the superficial attitudes they had about their university coursework.
Recommendations of teacher educators and researchers of teacher socialization were made to improve the quality of preparation programs. Recommendations were also made for beginning teachers to help them move from novice teachers to successful veterans.