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스포츠 교육학 : 초등교사의 전문수준에 따른 체육교과내용지식과 수업지식의 차이분석
안양옥(YangOkAhn) 한국체육학회 1997 한국체육학회지 Vol.36 No.1
본 연구의 목적은 초등학교 교사의 전문수준에 따른 체육교과내용지식과 수업지식의 차이를 해석적으로 분석하는 데 있었다. 이와 같은 연구 목적을 달성하기 위하여 4명의 초등학교 교사(초임교사 2명, 경력교사 2명)를 대상으로 질적 연구방법인 사례 연구를 적용하였으며, 다양한 기법(심층면담, 수업촬영, 문헌조사)을 이용하여 자료를 수집하였다. 수집된 자료는 귀납적 범주 분석을 사용하여 분석하였으며, 자료의 진실성은 구성원간 검토, 동료간 협의, 그리고 다각도 분석법에 의해 확인하였다. 초등교사의 전문수준에 따른 체육교과내용지식과 수업지식의 차이를 종합적으로 분석한 결과는 다음과 같다.1) 연구 대상 교사들이 가지고 있는 체육 교과내용지식은 ‘양적’인 측면에서뿐만 아니라, ‘질적 이해’의 측면에서도 차이가 없었다. 즉, 교사들은 초임교사이건 경력교사이건간에 체육교과내용을 ‘운동기능의 종합’이라는 일차원적인 방법으로 이해하고 있었다. 체육의 교육내용인 그 운동내에 포함되어 있는‘기능’의 측면만을 일차원적으로 이해하고 있었다.2) 연구대상 교사들이 갖고있는 ‘간이배구’에 대한 수업지식도 각 하위요소간에 일관된 관점(응용과학적 교수관)이 반영되어 있었으며, 초임교사이건 경력교사이건간에 교과내용을 ‘운동기능의 종합’이라는 일차원적 방식으로 이해함으로써, ‘기능 숙달의 효율성’ 중심의 수업지식을 갖게 되었다고 파악될 수 있다. The purpose of this study was to investigate the differences of P.E subject matter knowledge and pedagogical content knowlege with elementary school teacher's, expertise levels in physical education teaching. After the differences of P,E subject matter knowledge were examined, the four components of pedagogical content knowledge of objectives, knowledge of teaching strategies, knowlege of students understanding, and knowledge of curriculum) were specifically examined Four elementary teachers (two novice teachers, two experienced teachers) were interviewed and observed case study design was employed. Data were collected through various methods such as in-depth interviews, video-taping, and document analyses. Data ware analyzed by using inductive categorical system and the trustworthiness of data was confirmed through member check, peer debriefing, and triangulation.The major findings of this study were as follows :The major findings of this study were as follows :1) Regardless of the differences with teaching expertise levels, the teachers interviewed in this study did not have a deep understanding on P.E subject matter knowledge. Their P.E subject matter knowledge was technical in nature. Regardless of their expertise levels, teachers perceived the content of physical education as skill-end sport-specific.2) Regardless of the differences with teaching expertise levels, the nature of their pedagogical content knowledge were reflected an applied science view consistenty. Especially, an applied science view seemed to be related the four components of their pedagogical content knowledge egually. Also, the specific ways in which these four components of the pedagogical content knowledge would interect each other.
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인문 · 사회과학편 : 사회체육 계열학과 교육과정 모형개발에 관한 연구
노희덕(HeeDuckRho),임번장(BurnJangLim),강신복(SinBokKang),정응근(EungKeunChung),김종택(JongTaekKim),성기훈(KeeHoonSung),김정연(JongYonKim),안양옥(YangOkAhn),조미혜(MiHyeCho),김윤희(YounHeeKim) 한국체육학회 1993 한국체육학회지 Vol.32 No.1
The purpose of this study is to develop a model of curriculums in the department of sports-for-all in University. In order to accomplish this purpose, this study surveyed the role of sports-for-all and its outlooks, curricula of 2 countries, points of view and demands of sports and recreation leader of community, students of department of sports-for-all, based the experts meeting was held to discuss the results from the research. On the basis of the results analyzed in this study, conclusions were made as follows.The aims of curriculum in the deparment of sports-for-all must clear obectives and a sense of duty, and must be imbued with professional knowledge regarding the various major fields. Furthermore, leaders must be developed who have the ability to adapt themselves to the demands of the sports and recreation field. The objectives of the curriculum in the department of sports-for-all must be fostered with proficiency in organizational administration, teaching ability of leisure and recreation, and the acquisition of knowledge related to sports and recreation.The contents of the curriculum in the department of sports-for-all must be selected and organized to acquire the professional knowledges for sports and recreation-leader and the skills to effectively perform their duties in actual sports and recreation field.It is desirable to develop and put into operation, as interrelated fields of sports-for-all: exercise prescription and therapatic specialist course, leisure and recreation specialist course, and administration and management of sport programs` specialist course, sports club specialist course.
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