體育敎師의 敎育課程 결정에 대한 價値定向 比較硏究 = A Comparative Analysis of Educatinal Value Orientations of Physical Education Teachers in Curriculum Decision

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare and analyze the sense of value of physical education teachers at secondary schools based on the five educational value orientations classified by Jewett and Bain in 1985.
In order to meeting to this purpose this study has accumulated important data of five value orientations which included disciplinary mastery, self actualization, learning process, social reconstrucation and ecologiacl integration using the value orientation inventory developed by Ennis and Hooper in 1988.
Five value orientations were compared to determine the difference between respondents' demographic traits: teacher's sex(male/female), teachers' academic degree earned(bachelor's/master's), teachers' school level(junior high/senior high), teachers' type of schools graduated(teacher's college/non-teacher's college), teacher's career(inexperienced/experienced), and teacher's regional groups(Seoul/ Pusan/ Gwangju/Daegu/Daejun).
The results were drawn a follows:
First, male-teachers responded that they believe the 'disciplinary mastery' as the most important value orientation, but on the other hand 'self-actualization' and 'learning process' meant a lot of to female-teachers.
Second, there were significant differences between the teachers in terms of the type of school graduated(bachelor's degree/master's degree). Teachers who earned the bachelor's degree put more importances on the 'disciplinary mastery' and 'social reconstruction' category of the VOI than these who earned bachelor's degree.
Third, teachers at senior high school put more emphasis on the 'disciplinary mastery', 'self-actualization' and 'social-reconstruction' of the VOI than these at junior high school.
Forth, teachers who graduated non-teacher's college put more emphsis on the 'disciplinary mastery' and 'self-actualization' category of the VOI than these of counterparts.
Fifth, experienced teachers believed 'disciplinary mastery' as the most important value orientation, while inexperienced teachers regarded 'learning process' as the most important one. It appeared that the experiencing would influence to the teachers toward a sense of value orientations.
Finally, there were no significant differences in the VOI between the teachers' regional groups.
On the basis of the results analyzed, several suggestions for the improvement of the curriculum in physical education was made and the conclusion were drawn a follows:
First, it is suggested to classify the cultural differences in teacher's education and learning process, which might have caused the results in contradiction to the research work concluded in North America. Due to the differences existing in value orientation in accordance to sexuality of physical education teachers, it is suggested to conduct follow-up researches on the role of sexuality in forming the value orientations of physical education teachers.
Secondly it is also required to conduct a further supplementary study on the causes for the contradictory results existing in other researches concluded in Korea. The situational change in education along with methodological aspects in researches can be considered to be the major factors in causing the differeces in results. In particular the adoption of value orientation inventory developed by western could be unfitted to Korean culture, therefore an alternative in research methodology such as Likert Scale or/and in-depth personal interview needs to be adopted. It is also needed to investigate the implication of the educational curriculum of physical education teachers on the formation of teacher's value orientation and their actual behaviors as less distinction between teacher's college and non-teacher's college in noted in this country.
Third, there should be a further research to clarify the relationship between value orientation and their actual teaching behavior. The actual teaching behavior of physical education teachers can be attained by analysis of their teaching curriculum, by use of observation system for the behavioral analysis and by analysis of the recognition of teachers' behaviors by their students. The physical education teachers of secondary school as a major objects in the study have tendency to consider the disciplinary mastery to be of the most important. But on the other hand it is not to be neglected that there exists a personal differences in the value orientations of physical education.
Lastly a diversity in the research methodology including cross-longitude analysis to further qualify the research on haw value orientations of physical education teachers is formed and changed should be needed while a cross-sectional methodology has been mainly used in the study. Specifically, life-time analysis, in depth-interview and participative observation are considered to be highly appropriate to further researches.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과 및 논의
• Ⅴ. 결론 및 제언
• 참고문헌
• Abstract