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잉글랜드 체육교사교육에 대한 사회사적 연구, 1960-2010
이계산(LeeGyesan),이창현(LeeChanghyun) 한국체육학회 2016 한국체육학회지 Vol.55 No.6
This study examined the changing Physical Education Teacher Education (PETE) in England from the 1960 to the present in terms of the socio-historical perspective. The findings show clear consequences of the academicisation and corporatisation. In the perspective of academicisation, first, this course developed from a certificate to degree level. Second, after the initial rise of disciplines (1970s), pedagogical studies (1980s) are now the dominant category. Moreover, there has been a severe reduction of time spent on physical activity experiences for student teachers for this period. In terms of corporatisation, there has been a dramatic increase of tuition fees, a reduction of numbers of staff and students and a demise of education studies and second subjects including a significant reduction in the amounts of hours in this curriculum over time. In conclusion, we confirmed that the academicisation and corporatisation had a strong trend in terms of the socio-historical perspective. This paper proposes that we need to examine other cases to develop a better grasp of these results.
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성별과 체육수업 신체활동량에 따른 또래수용, 공격성, 우울의 종단적, 순차적 과정 검증
이창현(LeeChanghyun),신명진(ShinMyoungjin),이계산(LeeGyesan) 한국체육학회 2018 한국체육학회지 Vol.57 No.6
This study examined the sequential process which has a negative effect of peer acceptance at the fifth grade of elementary school (T1) on aggression and depression at the sixth grade of elementary school (T2), and their peer acceptance decrease even after entering middle school (T3), through a longitudinal approach. We also examined the moderating effects of sequential processes on gender and physical activity. The 5th, 6th, and 7th data of the 1st grade panel data (total 1,902; female = 920) were used for the analysis. As a result, indirect effect of peer acceptance (T1) on peer acceptance (T3) by depression (T2) was statistically significant, but indirect effect of aggression (T2) was not statistically significant. Therefore, vicious relation of peer acceptance, depression, and aggression was observed only in depression. As a result of showing the moderating effects of gender and physical activity, the vicious circle between peer acceptance, depression, and aggression was weaker in boys who participated more in physical activity. Therefore, physical education teachers will need to develop and apply various programs that allow girls to participate in physical activities with fun.
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