예비 초등교사의 피클볼 참여 경험에 따른 교사 정체성 형성과 실천적 체육 교수 역량 탐색 = Exploring the Formation of Teacher Identity and Practical Physical Education Teaching Competence through Pre-service Elementary Teachers' Experiences in Pickleball

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study was to comprehensively explore the formation of teacher identity and the development of practical physical education (PE) teaching competencies derived from the experiences of pre-service elementary school teachers participating in pickleball.
Methods: This study employed a qualitative research approach to achieve its objectives. Seven pre-service elementary teachers with extensive experience in pickleball activities were selected as participants. Data analysis was conducted utilizing Spradley’s (1980) domain analysis and taxonomic analysis procedures. Furthermore, continuous reviews were implemented throughout the data collection and analysis phases to ensure the trustworthiness and ethical integrity of the research.
Results: The participants' pickleball participation experiences were categorized into two core dimensions: 'formation of teacher identity' and 'practical PE teaching competencies.' First, the formation of teacher identity through pickleball manifested in three aspects: (1) experiencing the limitations of a beginner and expanding an empathetic perspective toward learners, (2) redefining the teacher's role from a transmitter of skills to a facilitator of learning, and (3) fostering collaborative communication and self-management capabilities for the professional teaching life cycle. Second, the development of practical teaching competencies for field application materialized into three distinct areas: (1) designing character-centered instruction that transcends competition and mere functional skills, (2) cultivating pedagogical flexibility to embrace learner diversity across different skill levels, and (3) enhancing expertise in overcoming spatial constraints and managing safety in dynamic class environments.
Conclusion: The pickleball participation experiences of pre-service elementary teachers served as a significant educational mechanism that integratively develops an intrinsic 'teacher identity'—characterized by a profound understanding of the learners' mindset—and field-adapted 'practical PE teaching competencies,' extending far beyond the mere acquisition of physical skills.