스포츠 교육 분야 : 체육교사교육의 과제와 연구 - Linda L . Bain 의 전망과 우리의 대응 -

강신복 한국체육학회 1991 국제스포츠 학술대회 Vol.1991 No.-

체육교육과정 분석과 수준별 교육과정 개발

강신복 한국교육과정학회 1996 교육과정연구 Vol.14 No.2

체육교육의 새로운 전기를 바라며

강신복 한국스포츠교육학회 2004 한국스포츠교육학회보 Vol.- No.35

특집/도시와 체육시설 : 생활체육시설의 운영실태와 문제점

강신복 대한지방행정공제회 1997 도시문제 Vol.32 No.349

國民學校 體育授業의 學習時間 分析硏究

姜信福 師範大學 體育硏究所 1988 서울大學校 體育硏究所論集 Vol.9 No.2

With increased understanding of importance of student timeon task in the process of teaching, it is appropriate to examine the teaching effectiveness in physical education with the ALT-PE system. the purpose of the study was to compare and describe academic learning time in physical education between elementary school teachers with different demographic backgrounds. Total of 26 certified full-time elementary school teachers in Seoul, Korea were selected on the basis of the demographic backgrounds of the teachers. Four demographic backgrounds of the subject teachers include sex, levels of academic degrees earned, years of teaching experiences, and types of professional preparation programs. Three students were randomly selected from each class of 26 subject teacher. These three students were used for collecting data under the assumption that average data for them would be representative of the class. The observation instrument used in this study was the revised ALT-PE system developed by Siedentop, Tousignant, and Parker(1982). This instrument utilizes two levels of decisions during an observation, both on context and learner involvement. Each decision takes place at a different level within the interval, and each interval contains a set of behavioral definitions to descrebe what was observed during a given interval. After receiving the school administrator's and the teacher's permission to observe the class was observed twice on different days during October and November 1988. During observation, an observer listened to a cue tape through earphone jacks for signals to observe and record in alternating six-second interval recording procedures. Two trained persons participated in observation. Before observing the classes, the observers were trained in a sequential task program to be familiar with ALT-PE coding procedures. Inter-and intra-observer reliability were checked to maintain it's satisfactory level with r=.90 or over. Descriptive statistical analysis of the data were conducted. To determine whether significant differences were evident in ALT-PE between teachers with different demographic backgrounds, t-test was performed on all of the variables. On the basis of the results analyzed, the conclusions were drawn as follows. 1. There are differences in the skill practice and game category of ALT-PE between male and female elementary school teachers. 2. There are no differences of ALT-PE between teachers who had 2-year teacher education programs and who had 4-year teacher education programs. 3. There are no differences of ALT-PE between beginning teachers and experienced teachers. 4. There is a difference in the motor appropriate category of ALT-PE between specialists in physical education and non-specialists in physical education.

體育敎師 敎育課程의 敎科目과 關聯 技能(Competency)에 대한 重要度 認識 比較 硏究

李惠仙,姜信福 師範大學 體育硏究所 1985 서울大學校 體育硏究所論集 Vol.6 No.1

The purpose of the study was to determine the degree of perception of importance in the courses and competencies for the professional preparation program in physical education. The subjects of this study were 160 full time teaching faculties of physical education in colleges and universities, 260 physical education teachers at junior and senior high schools, and 200 senior students in colleges who had about 4 weeks teaching experience as a student teacher. They were asked to respond the questionaire concerning the importance of 22 selected courses and competenies for future teachers to attain. Each of respondents rated each of the 22 competencies on a seven-point semantic differential scale. A rating of 1 indicated no importance, and a rating of 5 indicated very important for a teacher of physical education to acquire. The courses and competencies were placed in random order and no association was made among courses and related competencies. The reliability of the questionnaire developed for the study was determined by half-split method. Half-split method was used to obtain the relability coefficient of .92 for the questionnaire used for the study. For the statistical analysis, factor analysis with varimax rotation was carried out on responses to the 620 questionnaires in order to determine major components for classifying the areas of courses and competencies. ANOVA was made to determine differences in perceptions of importance on the courses and competencies among three different subject groups. The data were processed by SPSS program of Vax 11 in the Computer Center at Seoul National University. On the basis of the results obtained, the conclusions were drawn as follows: 1. For the acceptance of importance of the courses and competencies, there is significant difference among three different subject groups. 2. In the recognition of importance on courses and competencies, there is no significant difference among subject groups of university professors by majors and ages. 3. In the recognition of importance on courses and competencies, there is a significant difference on dance among subject groups of teachers by sex. 4. In the recognition of importance on courses and competencies, there are significant differences in the area of natural humanities and social sciences, and dance among subject groups of students by sex.

체육교육 학문화 운동과 실증주의적 체육교육학의 성립

최의창,강신복 師範大學 體育硏究所 1993 서울大學校 體育硏究所論集 Vol.14 No.1

There is a movement in progress in the field of physical education. It is a scholarly movement in which the subdiscipline, conventionally called physical education curriculum and instruction, is being redefined as sport pedagogy. Sport pedagogy is a relatively recent addition to the discipline of Human Movement Studies. Despite its short academic history, sport pedagogy has already achieved a recognition within the Human Movement Studies research community and has produced a coinsiderable body of literature. However, it seems that a dominant conception about the nature of this new subdiscipline has been created. The dominant image of sport pedagogy assumes the positivist view in regard to its object of study and ways of knowledge acquisition. The positivist sport pedagogy incorporates the unidimensional and uniparadigmatic perspective. In the positivist view, sport pedagogy is seen as the scientific study of teaching and learning in physical education, where the empirical-analytic research paradigm governs and only the observable and measurable dimension of teaching is highlighted. The intent of this study was to identify the academic nature of the positivist sport pedagogy, its characteristics, and its problems. The discussion began with a description of the disciplinary movement. It proceeded to the evolution of sport pedagogy as a legitimate field of study in Human Movement Studies. It ended with the identification of positivist sport pedagogy’influence on developing a set of practices in research, teaching and teacher education, called here the technocratic physical education.

사범대학 체육교육과의 교육과정 개선방향

강신복 중앙대학교 스포츠과학연구소 1996 體育硏究 Vol.- No.9

초임체육교사의 교수가치관 형성

이제융,강신복 師範大學 體育硏究所 1993 서울大學校 體育硏究所論集 Vol.14 No.1

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.

변화와 도전 -새로운 체육교육의 가치와 체육교사의 역할

강신복 한국스포츠교육학회 2009 우리체육 Vol.- No.4