초등체육 교과 전문성과 교사 지식

다국어 초록 (Multilingual Abstract)

The purpose of this study was to verify the influence of subject matter expertise on teachers` pedagogical content knowledge. Data were collected through multiple, extended interviews with 12 elementary school teachers with expertise in at least 1 subject area in physical education. Each teacher was interviewed 3 times for approximately 40 minutes to I hour, focusing on the teachers` familarity with 2 content areas (1 expert and 1 nonexpert) and their experiences teaching the subject to elementary school students. Data were analyzed using the constant comparative method (Glaser & Strauss, 1967). The findings were presented with reference to Grossman`s (1990) definition of pedagogical content knowledge. Subject experts identified their largest pedagogical problem as improving skills and student motivation, while nonexperts reported presenting appropriate activities included in the national curriculum which was their greatest challenge. Subjects experts with enthusiasm were more comfortable and confident about their instructional duties and could experience feelings of success in teaching elementary physical education. The experts and nonexperts revealed no differences in curricular selection due to the stiffness of current national physical education curriculum and no differences in perceptions of student understanding of the subject. Meanwhile, the experts and nonexperts revealed significant differences in evaluation criteria.