체육과 선택중심 교육과정의 개설 논리와 내용 구성 방향 탐색

유정애(Jeong Ae You),김원정(Won Jung Kim) 한국스포츠교육학회 2006 한국스포츠교육학회지 Vol.13 No.2

좋은 체육 수업에 관한 질적 사례 연구

유정애(Jeong Ae You) 한국스포츠교육학회 2002 한국스포츠교육학회지 Vol.9 No.2

체육 수업의 질 향상을 위해 체육 수려의 현안 문제점과 개선 방안에 대한 일반적인 논의는 많이 이루어져왔다. 그러나, 상대적으로 체육 교사들이 지향해야 하는 좋은 수업에 대한 개념 정립과 실례들이 충분히 제시되고 있지 못한 상황이다. 본 글은 좋은 체육 수업에 대한 개념과 방향을 정리하고 그 수업들이 가지고 있는 양상 및 특징에 대해 `좋은 체육 수업 사례`를 통해 제시하고자 한다. 다양한 통로를 통해 추천된 체육 수업들을 대상으로 좋은 체육수업 선정위원회에서 7개의 수업 사례를 선정하였다. 선정된 수업을 대상으로 심층면담, 수업관찰 및 각종 문서분석을 실시하였다. 그 결과, 졸은 체육 수업은 `즐겁고 의미있는 수업`으로 정의하고, 교육과정,교수-학습 측면,수업관리 및 운영측면, 교육환경 측면에서 좋은 체육 수업이 보여주는 실례들을 기술하였다. 연구된 수업들은 이상적이거나 완벽한 체육 수업은 아니지만, 현직 체육교사와 미래 체육교사들에게 많은 시사점을 제공하고 있다. Increasing numbers of scholars and teachers in physical education have concerned that our physical education classes are in deep crisis. In addition, they have argued that the quality of physical education classes should be improved. However, little research is conducted to indicate what good teaching in physical education does mean and loot like. So, this study is to define the concept of good teaching in physical education and to describe the best practices for secondary physical education classes using a qualitative case study, Seven cases are selected and investigated using in-depth interviews, class observations, and document analysis. Good teaching in physical education is defined as `happy and meaningful instruction`. The findings arc described in terms of curriculum, teaching-loaming, classroom management, assessment and educational contexts and environments.

체육학 페다고지: 스포츠교육학의 또 다른 교육적 역할

유정애(Jeong Ae You) 한국스포츠교육학회 2011 한국스포츠교육학회지 Vol.18 No.4

본 연구는 우리나라 대학원 체육학과에서 스포츠교육학의 교육적 역할이 무엇일까?라는 고민에서 시작되었다. 그동안 국내·외 대학원 프로그램이 있는 체육학과에서는 각 세부 전공의 학문적 내용을 습득하고 이를 토대로 연구 능력을 함양하는데 초점을 두어 왔다. 최근 외국에서는 대학원 교육 부문 프로그램 강화를 주장하고 이를 위해 티칭 실습(teaching practica)과 멘토링 등의 시행을 제안하고 있다 하지만 이 제안에는 스포츠교육학의 학문적 역할을 통한 체계적인 교육 훈련의 필요성이 포함되지 않은 측면이 존재한다. 따라서 본 글에서는 스포츠교육학의 이론을 적용한 세부 전공 교수법을 일컬은 ``체육학 페다고지``(Kinesiological Pedagogy)의 중요성과 의미를 제안하고자 한다. 체육학 페다고지는 연구자가 재직 중인 대학교의 대학원 수업에서 실제 운영한 경험을 토대로 생성된 용어이다. 실제로 연구자의 수업을 수강한 대학원생의 인식뿐만 아니라 외국의 연구 결과(Golde & Dore, 2001; NAGPS, 2001)에서도 대부분의 대학원생들이 전공 교육의 교수법에 대한 지식과 훈련이 부재하여 자신감과 향후 교수법에 대한 걱정이 큰 것으로 나타났다. 이런 의미에서 체육학 페다고지는 체육학의 교수법을 향상시키는데 유용한 지식을 제공할 수 있고, 더 나아가 스포츠교육학이 타 전공에 기여할 수 있는 학문적 영역이 확대됨으로써 국내·외 체육학의 발전적 미래에 공헌할 수 있을 것으로 기대한다. This paper was initiated by a question, "what is the educational role of sport pedagogy in Kinesiology graduate programs". To date, most of graduate programs in Korea and other countries have much efforts on the acquisition of academic and theoretical knowledge of specific discipline in kinesiology and the development of research capability in each area. In other countries, it is indicated the need of training programs for developing teaching ability of each discipline in Kinesiology and suggested teaching practica and mentoring system. However, he did not mention the necessarily of systematic teaching training throughout the educational role of sport pedagogy. Thus, this paper addresses the importance and meaning of ``Kinesiology Pedagogy`` that implies how to teach each discipline based on sport pedagogy theories. Based on a teaching experience, Kinesiology pedagogy is a coined terminology by an author who has taught the graduate course in a university. In fact, it is indicated that most of graduate students in Korea and other countries have concerned how to teach their specific major in the future, due to the lack of knowledge and training of academic contents. In a sense, ``Kinesiology Pedagogy`` gives in-service professors and pre-service professors feasible knowledge of another educational role in Sport Pedagogy within Kinesiology.

교육대학원 체육계열전공 재교육과정 분석 및 재구조화 방안

유정애(You, Jeong Ae),진연경(Jin, Yeon Kyung) 한국여성체육학회 2018 한국여성체육학회지 Vol.32 No.1

학교체육에서의 ‘통합체육교육’의 재개념화

유정애(You Jeong Ae),권민정(Kwon Min Jung) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.3

본 연구는 학교체육에서의 통합체육교육 을 재개념화하고, 향후 체계적인 통합 체육교육을 실현하기 위해 고려해야 할 과제를 제안하는 것에 목적을 두었다. 이러 한 목적을 달성하기 위해 첫째, 일반적인 ‘통합’의 개념으로 ‘사회통합’과 ‘체계통합’ 을 살펴보고, 본 연구에서는 사회 현상 및 교육 현상과 밀접한 관련성을 갖는 ‘사회 통합’ 개념을 전제로 함을 밝혔다. 둘째, 학교체육에서의 ‘통합’ 개념의 다의성을 논 의하였다. 구체적으로는 수단 또는 목적으로서의 통합, 내용과 방법으로서의 통합에 대한 논의를 통해 현재 학교체육에서 다양한 의미로 혼용되고 있는 통합 개념을 탐 색하고 그에 따른 시사점을 논의하였다. 셋째, ‘통합체육교육’ 재개념화의 필요성을 논의함과 동시에 재개념화를 위한 선행 조건으로 통합 대상 선정 및 논점 형성의 근 거를 찾고, 최종적으로 통합 대상에 따른 통합 논점(성, 장애, 문화)을 도출하여 학교 체육에서의 ‘통합체육교육’을 재개념화 하였다. 마지막으로 앞서 제시한 결과에 따 른 시사점을 토대로 향후 학교 현장에서의 ‘통합체육교육’ 실현을 위해 고려해야 할 과제를 제안하였다. This paper has aimed to re-conceptualize the concept of ‘integrated physical education’ in school physical education. For doing this, this paper has suggested the followings: In the first part, after the meanings of ‘integration was reviewed, ‘social integration’ and ‘system integration’ were discussed and then the concept of ‘social integration’ that is closely related with social and educational phenomena was assumed in this study. In the second part, the multiple concepts of ‘integration’ in school physical education were examined. That is, regarding the concept of ‘integrated physical education,’ first of all, there was a necessity of discussing the concept of integrated physical education as a means or purpose and also content or method . In the third part, the rationales of re-conceptualization for the integrated physical education were discussed, the preceding logics for doing re-conceptualization were also addressed, and then the re-conceptualization was finally made. In the last part of this paper, some futuristic tasks were introduced.

교사 전문성 연구

유정애(Jeong Ae You) 한국스포츠교육학회 2000 한국스포츠교육학회지 Vol.7 No.2

전문직이나 특정한 분야의 전문가에 대한 탐구는 오래전부터 계속되어 왔다. 이러한 형태의 연구는 인지심리학자들에 의해 시작되어 전문가의 특성, 능력 및 기능 등이 조사되기 시작했다. 본 연구는 교사 전문성 연구의 발달과정, 일반교사 및 체육교사의 전문성, 그리고 연구의 한계점과 교사교육의 방향 및 적용방안을 제시하는 데 그 목적이 있다. 교사 전문성 연구는 교사로 하여금 전문교사들의 교육관점과 행동들을 이해함으로써 자신의 교직활동을 점검하고 전문교사가 되기 위한 방향설정 및 전문성 개발에 주력하도록 한다. 전문성 연구는 de Groot(1965)의 체스 연구를 시작으로, 물리, 의학, 타이핑, 건축, 법학, 컴퓨터, 스포츠 등 전문가의 지식, 사고과정, 행동양식들이 조사되었다. 이 연구의 흐름은 교육학에도 영향을 미치게 되어 Berliner(1988)의 주축으로 교사 전문성 연구의 틀과 방향이 소개되었다. 교사의 발달단계를 신참교사, 경력교사, 능력교사, 우수교사 및 전문교사로 구분하여 각 단계의 교사가 가지는 특징을 열거하였다. 교사 전문성 연구의 가장 대표적인 연구 패러다임은 전문교사-초보교사의 비교연구로, 수학과 과학에서 시작되었다. 이 연구들은 방법론과 관점론 측면에서 두 가지 연구의 한계점을 가진다. 스포츠교육 분야에서는 Schempp와 그의 대학원생들의 노력으로 교사 전문성 연구의 많은 발전을 이룩하였다. 스포츠교육의 전문성 연구는 계속 이어질 전망이며, 연구의 대상이 체육교사 및 코치 뿐만 아니라 스포츠지도자의 전문성으로 확대되고 있다. People have challenged the ways in which one can reach supenior performance levels in a variety of fields. This challenge has resulted in performance at higher levels being examined and studied among psychology scholars. Thus, some individuals called `expert` have became the focus of research and their qualities, abilities, and skills were outlined through research on expertise. The purpose of this study is to provide the development of research on expertise in teaching and the characteristics of expertise and expert performance in education and physical education. In addition, this study has offered two limitations and the directions and implications of doing research on expertise in teaching. Since the seminal work of de Groot(1965), knowledge, thought processes, and behaviors of experts in certain areas such as chess, medicine, physics, typing, and restaurant waiters have been identified. This research line has also been followed by educational researchers to identify the elements of expertise distinct to teaching. The work of Berliner(1988) has proposed the developmental stages that would be used as a conceptual framework of doing research on expertise in education and physical education: novice, advanced beginner, competent, proficient, and expert. The expert teachers who demonstrate the exemplary and superior teaching have been compared with novice teachers in some academic areas such as mathematics, science, physical education. Unlike other areas, research on expertise in teaching has two research limitations: methodological and perspective. Understanding research on expertise in teaching could provide insightful information that can be applicable to all teachers dedicated to improving their dynamic teaching. Futhermore, knowing the teaching behavior and perspectives of expert teachers would be helpful to all beginning teachers in developing their teaching practices.

교육수혜자측면에서 본 체육교육혁신형 창의경영학교 운영성과 평가

유정애(You, Jeong-Ae),권형일(Kwon, Hyung-Il),이양구(Lee, Yang-Gu),권민정(Kwon, Min-Jung),김택천(Kim, Taek-Chun) 한국체육과학회 2014 한국체육과학회지 Vol.23 No.3

The purpose of the study is to assess the effectiveness of creative management school program for physical education reform that was implemented in last three years(2011-2013). The effectiveness was measured among three groups of constituencies(students, parents, & teachers), because these groups of people are considered as educational beneficiaries. The data were collected from 2,213 students, 1,656 parents, and 144 school teachers. From the students’ perspective, the effectiveness was measured with satisfaction (satisfaction with instructors, program and facility), future intention to participate, and positive changes after their involvement. From the parents’ perspective, the effectiveness was measured with positive changes in their children and their attitude toward creative management school program. Lastly, from the teachers’ perspective, the effectiveness was measured with efficiency of financial support and their attitude toward creative school management. The data were analyzed with frequency analysis, analysis of variance in univariate and multivariate levels, and multiple regression analyses. The results indicated that the students were generally satisfied with the creative management school program and indicated that they experienced positive changes in their psycho-social domains. Also a high ratio of parents indicated that they wanted their kids to participate in further physical education activity and that they witnessed positive changes in their children after their involvement in physical education activities. Just like the parents’ data, the teachers positively agreed that the purpose of the creative school management was achieved with educational effectiveness. In the future, the creative management school needs to be improved in order to meet various students’ tailored needs toward physical activities.

신(新)지식 기반 사회를 대비한 2007년 개정 체육과 교육과정에 대한 재해석

유정애(Jeong Ae You) 한국스포츠교육학회 2009 한국스포츠교육학회지 Vol.16 No.1

대학 교양체육 교육과정 설계 방향에 대한 교수자의 인식 분석

유정애(You, Jeong-Ae),권민정(Kwon, Min-Jung),진연경(Jin, Yeon-Kyung) 한국체육과학회 2014 한국체육과학회지 Vol.23 No.4

Recently, there are many voices to face the serious crisis of physical education as liberal education (PELE) and to reform PELE in order to meet educational needs from Korean universities. However, lack of active efforts are made to change and reconstruct curriculum of PELE in most of Korean universities and academic communities in Physical Education. To date, some studies in PELE have conducted to analyze the realities of PELE and students" perception toward PELE in some universities, whereas little study is done to investigate educators" perception toward PELE in Korea. To accomplish curriculum reform in PELE, it needs to explore the perception and needs of educators (professors and instructors) as well as students in PELE. Thus, the purpose of this study is to analyze educators" perception about curriculum design for physical education as liberal education in higher education. For doing this, total 340 educators from national and private universities in Korea are selected using a convenient sampling method. The findings have showed that most of educators have dissatisfied the given coureses, thought the role of PELE as bridge of school physical education and sports for all and health management, and needed to extend enough environment and to provide valid courses in PELE. In addition, they have suggested that PELE should develop basic competency and operate with required courses and educationally valid courses as liberal education in higher education. Especially, it needs to establish the philosophy and educational roles of PELE and to reconstrucet PELE curriculum based on efficient communication among universities personnels.

체육 교육과정 패러다임과 여성 체육 지도자 교육의 방향 탐색

유정애(You, Jeong-Ae) 한국체육과학회 2011 한국체육과학회지 Vol.20 No.6

To date, most of research on women in physical education has been focused on female athletes as well as girls’ students in K-12. So little is known of women leaders in physical education. In particular, few studies have conducted on how to educate women leaders in physical education to meet futuristic roles in our society. Thus, the purpose of this paper is to seek the desirable portrait of women leaders in physical education, depending on three physical education curriculum paradigm in terms of body, roles, and education programs for women leaders and to discover the direction for educating women leaders in physical education. In this paper, three paradigms such as technocratic approach, critical approach, and post-structural approach that are the most representative in physical education curriculum paradigm are selected. As we expect, each curriculum paradigm has its own and unique perspective on body, desirable role, and feasible program content of women leaders in physical education. Finally, this paper has suggested ‘creative mind’ as one of alternative qualities for future women leaders in physical education that could pioneer their careers in the future society.