중등학교 체육교사의 전문성 요인 분석

다국어 초록 (Multilingual Abstract)

This study was to analyze the factors of specialties among middle school teachers and students' recognition of teachers' specialties. The participants of this study were 108 physical education teacher and 514 students from middle and high school in Kungy-do area. Survey questionnaires were used with 10 titles and 39 sub-titles. The puestionnaires included curriculum, teaching stratehy, perciption, teacher's leadership(teacher's motivation), feedback, content knowledge, self-reflection, morality, socialization, and attitudes of human nature. The replied questionnaires were analyzed using SPSS. Frequency analysis was used for the features of the participants, and mean and standard deviation were produced. Independent t-test was used to analyze the differences of gender, academic career, and fraduated school(educational vs. non-educational colleges). One way ANOVA was used to analyze the differences of teachers'careers and frequency of PE activities among the students. Post-hoc multiple comparison test was used to distinguish from the groups. The finding were following:
First, male PE teachers were more likely high in content knowledge than female PE teachers. Second, PE teachers with 5-10 years of teaching experience were more likely high in the socialization factor compared to the PE teachers with more than 20 years experience. Third, there was no significant difference between teachers from an educational college and a non-educational college in terms of the factors of specialties. Fourth, the PE teachers from Kyungy-do area were significantly high compared to the other area in terms of the factors of specialties. Fifth, the students recognized that there were significant differences in curriculum, teaching strategy, morality, and attitudes of human nature depending on teachers' teaching careers.
Sixth, there were significant differences in the factors of curriculum, teaching staching strategy, teacher's leadership, content knowledge, self-reflection, and morality depending on the students' gender. Last, there were significant differences between 1 or 2 times of PE activity group and 3 times of PE activity group in curriculum and teaching strategies.

목차 (Table of Contents)

• I. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 가 설 = 4
• 3. 연구 문제 = 4
• 4. 연구의 제한점 = 5
• II. 이론적 배경 = 6
• 1. 전문직의 개념 = 6
• 2. 교직의 전문성과 체육 = 10
• 3. 체육교사의 전문성 = 13
• III. 연구 방법 = 18
• 1. 연구대상 = 18
• 2. 연구기간 = 20
• 3. 연구도구 = 20
• 4. 자료처리 = 22
• IV. 연구결과 = 23
• 1. 체육교사 전문성의 요인 = 23
• 가. 성별에 따른 체육교사의 전문성 요인 = 23
• 나. 출신계열에 따른 체육교사의 전문성 요인 = 24
• 다. 근무지역에 따른 체육교사의 전문성 요인 = 25
• 라. 경력에 따른 체육교사의 전문성 요인 = 26
• 2. 학생의 체육교사에 대한 전문성 요인 인식 = 28
• 가. 학생의 성별에 따른 체육교사에 대한 전문성 요인 인식 = 28
• 나. 중등 고등학생 별 체육교사에 대한 전문성 요인 인식 = 29
• 다. 학생의 체육활동 빈도에 따른 체육교사에 대한 전문성 요인 인식 = 30
• V. 논 의 = 32
• 1. 체육교사의 전문성 = 32
• 2. 학생의 체육교사에 대한 인식 = 34
• VI. 결 론 = 35
• 참 고 문 헌 = 37
• ABSTRACT = 42
• 부 록 = 44