8 research outputs found
μ€λ±μ²΄μ‘κ΅μ¬μ μΈμ±κ΅μ‘ μΈμ, μ€ν λ° νμ΅ λ°©μμ κ΄ν μ§μ μ°κ΅¬
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Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μ¬λ²λν 체μ‘κ΅μ‘κ³Ό, 2019. 2. μ΅μμ°½.The purpose of this study was to explore secondary school physical education (PE) teachers perceptions of character education and to investigate how character education is implemented in PE classes and other PE related activities, furthermore, where and how teachers acquire teaching method of character education. To achieve the purposes, the research questions were as follows: (1) How do secondary school PE teachers perceive character education? (2) What types of methods do PE teachers use for character education? (3) How do secondary PE teachers acquire teaching method of character education?
This study adopted a qualitative approach from a methodological point of view, and was preceded through a constructive paradigm. This case study was conducted from July 2015 βwhen the research project was first proposedβ to February 2019. Data were collected through in-depth interviews, in-class observations and documents. Data analysis was conducted step-by-step, cyclically, and inductively consistent with transcripts, analysis, and interpretation. Fifteen secondary school PE teachers were recruited as research participants through purposeful sampling. Teaching experiences were considered when recruited as research participants: two teachers with less than five years of teaching experience, eight teachers with five to 15 years of teaching experience, and five teachers with more than 15 years of teaching experience participated in the study. Moreover, to enhance the trustworthiness of the study, the researcher engaged in triangulation, member check, and peer debriefing. Throughout the study, in compliance with research ethics regulations, it was made sure that all participants did not face disadvantages or ethical problems due to their participation of the study.
The following shares the findings of the study. First, secondary school PE teachers perception of character education was categorized into meanings, methods, circumstances, and limitations. The meanings of character education were categorized as temporarily prescribed medication, individual battle, and wild goose chase. Due to the frequent change of policy and education curriculum, teachers perceived character education as temporarily prescribed medication and they felt as though it was an individual battle as not all faculty members were working together on building character education. In addition, teachers compared their situations to a wild goose chase which indicated the problems in teaching and the indifference in theory of character education.
The methods for character education were found as teacher as the message and reconstruction of national curriculum for physical education. The teachers believed that they themselves were the message in character education and as those who were actively participating in reconstructing and implicating character education in their curriculum.
The circumstances that secondary PE teachers perceived were directional and practical policy, character-friendly school environment and enrich education philosophy. It is necessary to understand and empathize among teachers of character education through direction-oriented policies and there needs actual budget support and management. Furthermore, it is suggested that the school should create a character-friendly environment for teachers to carry out character education whilst letting teachers form their own educational philosophy despite their wild goose chasing circumstances.
The limitations of character education that secondary PE teachers experienced were frequent revision of the national curriculum and loose policy management, performance failing effort, helplessness and rejection. Though the character education policy was enacted, it was difficult to actually recognize it being enforced at schools and as a result of frequent revisions of the education curriculum and the guides of character education rather became a disturbance to character education. Moreover, the problems of what and how to teach character as well as even though character is being taught the helplessness and rejections from the learners was understood as a limitation.
Second, the types of ways secondary PE teachers implicated character education were categorized by the attitude of the teacher, class management, and creating an environment. The attitude of the teacher included being a role model, and the relationship that was formed between the student and teacher was an important part of educating character. For class operation, teaching sports skills and rules, providing indirect experience activities, preparing character-emphasized class material, operating cooperative group projects, crating class chants and ceremonies, and holistic evaluation methods were utilized. Furthermore, posting activity assignments, character education messages were delivered through class equipment which helped created an environment to enhance character. These methods were developed through PE classes and especially, it was highlighted that being a role model was most important in initiating character education.
Third, character education was acquired through personal experiences, formal teacher education courses, and informal teacher education situations. Personal experiences involved reflections of taught classes and reading books and using online media, and formal teacher education courses included participating in teacher education training courses and attending graduate school for further education. Informal teacher education situations in obtaining character education were related to participating in teachers communities of practice and experiences in various presentation and material development. Overall, each of these experiences helped implement character education. Of the various learning methods, reflecting and recording previously taught classes and participating in teachers communities of practice were to two most influential in learning character education. In order for physical education classes to be a filed of character education, teachers needed to be reflective practitioners and specifically record information from classes that they taught. Additionally, teachers communities of practice were the source of acquiring knowledge and information. The communities gave teachers the opportunity to be influenced by other devoted and passionate teachers as role models as well as their participation helped teachers feel psychological stability and belongingness.
Through the mentioned findings of this study, conclusions were as follows. First, in exploring the perceptions, implementation, and learning methods of PE teachers character education, it was found that the competence of the PE teachers was the most important in all categories. The character and competence of the teachers themselves was presented in several ways throughout PE classes, guidance in sports clubs and after-school activities as well as the attitudes of the teacher highly influenced their students. Therefore, it is needed for the PE teachers to reflect and think deeply about the type of person they need to be, also, to put much effort into developing their competence as a human being.
Second, it is needed for PE teachers to have their own educational philosophy of character education. Though it was found that teachers were experiencing hardship in relation to teaching character, problems related to character education, difficulties inherent to character education, or a combination of the two results produced another problem. Therefore, to overcome these difficulties, individually built educational philosophy based on the context and environment of the schools should be implemented through reflection and later needs to be revised and developed.
Third, the overall findings conclude that PE teachers who give good classes are well-prepared teachers. PE Classes can be seen as a field of character education for students, though simultaneously it is also a field of character education for teachers. It is highlighted that PE teachers use their attitude, class management and creating the environment all work as a way to teach character. At the same time, classes are an opportunity for teachers to interact with students and discover teachers strengths and weakness which also becomes a reflective moment. In addition, it is positive cycle in where the teachers happiness due to having a good class influences character education. Thus, PE teachers, who want to teach character well, should put efforts to be well-prepared for classes.
Forth, for character education to be well carried out, school culture and environment as well as policy support is essential. As character education cannot be fulfilled by the PE teacher alone, support and cooperation of policies, the school culture, and environment and all teachers need to work together. There needs actual policies and school needs to arrange an atmosphere for teachers to communicate with each other about character education.
Last, in conclusion to the findings and discussions of the study, the following are suggestions for in-service teacher education and future direction for research. For in-service teacher education, first, character education training courses need to be provided. Second, teachers need support to actively participate in teachers communities of practice. Third, PE teachers need the opportunity to share and present their experiences. Forth, integrated online material sharing platforms are needed. For future direction for research, first, Baek and Park(2012) highlighted the principles of character educationsportization, academicization, socialization, habitualization, cognization and internalization which need further organization and specialization. Second, it is necessary to develop an assessment tool for teaching and learning about character. Last, institutions and organizations which promote character education need to be researched in the future.λ³Έ μ°κ΅¬μ λͺ©μ μ μ€λ±νκ΅ μ²΄μ‘κ΅μ¬λ€μ΄ κ°κ³ μλ μΈμ±κ΅μ‘μ λν μΈμ, 체μ‘μμ
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μ΄μμ μ°κ΅¬ κ³Όμ μ ν΅ν΄ λμΆλ κ²°κ³Ό λ° λ
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, μΈμ±μΉνμ νκ΅ νν , κ΅μ‘μ² ν μΈμ°κΈ°λ‘ λνλ¬λ€. λ°©ν₯μ±μ κ°μ§ μ μ±
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μ§Έ, μ€λ±νκ΅ μ²΄μ‘κ΅μ¬λ€μ μΈμ±κ΅μ‘μ λν νμ΅μ κ°μΈμ κ²½ν, 곡μμ κ΅μ¬κ΅μ‘, λΉκ³΅μμ κ΅μ¬κ΅μ‘μ ν΅ν΄ νμ΅νκ³ μλ κ²μΌλ‘ λνλ¬λ€. κ°μΈμ κ²½νμΌλ‘ μμ μ μμ
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μ λ° μ¨λΌμΈ 맀체λ₯Ό νμ©νκ³ μμκ³ , 곡μμ κ΅μ¬κ΅μ‘μΌλ‘ μ°μ μ°Έμ¬, λνμ μ§νμ ν΅ν΄ λ°°μ°κ³ μμλ€. λΉκ³΅μμ κ΅μ¬κ΅μ‘μΌλ‘ κ΅μ¬νμ΅κ³΅λ체 μ°Έμ¬, κ°μ’
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Έλ ₯μ΄ νμνλ©°, ꡬ체μ μΈ μμ
λ°μ±μ λ°©λ²μΌλ‘ μμ
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Έλ ₯κ³Ό ν¨κ» μ¬μ±μ μμ§μ κ³λ°νλ €λ λ
Έλ ₯μ΄ νμνλ€.
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Έλ ₯μ΄ μ μ€ν μꡬλλ€.
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μ§Έ, 체μ‘κ΅μ¬μ μΈμ±κ΅μ‘μ μΈμ, μ€ν λ° νμ΅ λ°©μμ μ’
ν©ν κ²°κ³Ό μΈμ±μ μ κ°λ₯΄μΉλ 체μ‘κ΅μ¬λ 체μ‘μμ
μ μ μ€λΉνκ³ κ°λ₯΄μΉλ κ΅μ¬λΌλ κ²μ΄λ€. μμ
μ 체μ‘κ΅μ¬λ€μκ² μΈμ±κ΅μ‘ μ€νμ μ₯μ΄κΈ°λ νμ§λ§ λμμ νμ΅μ μ₯μ΄ λκΈ°λ νλ€. 체μ‘κ΅μ¬λ€μ κ΅μ¬ νλ, μμ
μ΄μ, νκ²½ μ‘°μ±μ λ°©λ²μ μ΄μ²΄μ μΌλ‘ νμ©νμ¬ μΈμ±κ΅μ‘μ λν λ΄μ©μ μ λ¬νλ €κ³ λ
Έλ ₯νλ€. λμμ κ΅μ¬μκ² μμ
μ νμλ€κ³Όμ μνΈμμ©μ ν΅ν΄ μμ μ μ₯μ κ³Ό λ¨μ μ λ°κ²¬νκ³ , λ°μ±νλ κΈ°νκ° λλ€. λν μμ
μ΄ μ λμ΄μΌ κ΅μ¬ μμ λ ν볡ν΄μ§κ³ , μμ μ΄ ν볡ν΄μ ΈμΌ μΈμ±κ΅μ‘μ΄ μ λλ‘ λ μ μλ μ μνμ΄ λ°μλλ κ²μ΄λ€. λ°λΌμ μΈμ±μ μ κ°λ₯΄μΉλ €λ 체μ‘κ΅μ¬λ μμ
μ μ μ€λΉνκ³ κ°λ₯΄μΉλ €λ λ
Έλ ₯μ ν΄μΌ νλ€.
λ·μ§Έ, μΈμ±κ΅μ‘μ΄ μ λλ‘ μ€μ²λκΈ° μν΄μλ νκ΅μ λ¬Ένμ νν , μ μ±
μ μ§μμ΄ νμμ μ΄λ€. μΈμ±κ΅μ‘μ 체μ‘κ΅μ¬ νΌμμ ν μ μλ κ²μ΄ μλ λ§νΌ μ μ±
κ³Ό νκ΅μ λ¬Έν, νν κ° κ΅μ¬λ€λΌλ¦¬ νλ ₯ν μ μλλ‘ μ§μν΄μ£Όμ΄μΌ νλ€. κ΅μ¬λ€λΌλ¦¬ μΈμ±κ΅μ‘μ λν΄ μλ‘ μν΅νκ³ κ³΅μ νλ κΈ°νλ₯Ό μ 곡ν΄μ€ μ μλ μ€μ§μ μ μ±
μ§μκ³Ό κ΄λ¦¬μμ κ΅μ¬ 곡λμ νν μ‘°μ± λ
Έλ ₯μ΄ νμνλ€.
λ§μ§λ§μΌλ‘ λ³Έ μ°κ΅¬μ κ²°κ³Ό λ° λ
Όμλ₯Ό ν λλ‘ νμ§κ΅μ¬κ΅μ‘κ³Ό νμμ°κ΅¬λ₯Ό μν΄ λ€μκ³Ό κ°μ΄ μ μΈνμλ€. νμ§κ΅μ¬κ΅μ‘μ μν΄ μ²«μ§Έ, 체μ‘κ³Ό νμ§κ΅μ¬μ°μμμ μ κ·Ήμ μΌλ‘ μΈμ±κ΅μ‘μ λν μ°μλ₯Ό μ 곡ν΄μ£Όμ΄μΌ νλ€. λμ§Έ, κ΅μ¬λ€μ΄ κ΅μ¬νμ΅κ³΅λ체μ μ κ·Ήμ μΌλ‘ μ°Έμ¬νλλ‘ μ§μν νμκ° μλ€. μ
μ§Έ, 체μ‘κ΅μ¬λ€μκ² μμ μ μ΄μΌκΈ°λ₯Ό λ°ννκ³ κ³΅μ ν μ μλ κΈ°νκ° μ 곡λ νμκ° μλ€. λ·μ§Έ, ν΅ν©μ μ¨λΌμΈ μλ£ κ³΅μ νλ«νΌμ΄ μ 곡λ νμκ° μλ€. νμμ°κ΅¬λ₯Ό μν΄ μ²«μ§Έ, λ°±μΉμμ λ°μ μ€(2012)μ μ°κ΅¬μμ μ μν μΈμ±κ΅μ‘μ μ€ν λ°©λ²μ΄μ μλ¦¬μΈ μ΄λν, νμ΅ν, μ¬νν κ·Έλ¦¬κ³ μ΅κ΄ν, μΈμ§ν, μ¬μ±νμ λν λ³΄λ€ μ²΄κ³μ μ΄κ³ μμΈν μ°κ΅¬κ° νμνλ€. λμ§Έ, μ€λ±νκ΅ μ²΄μ‘μμ
μμ κ°λ₯΄μΉκ³ λ°°μ°λ μΈμ±μ κ΄λ ¨λ νκ° λꡬ κ°λ°μ΄ νμνλ€. λ§μ§λ§μΌλ‘ νκ΅μ²΄μ‘ μΈμ±μ μ±
μΆμ§μ μν κΈ°κ΄κ³Ό μ‘°μ§μ μν κ³Ό μ€μ₯κΈ° μ΄μμ κ΄ν μ°κ΅¬κ° νμνλ€.I. μλ‘ 1
1. μ°κ΅¬μ νμμ± 1
2. μ°κ΅¬λͺ©μ 7
3. μ°κ΅¬λ¬Έμ 7
4. μ©μ΄μ μ μ 7
5. μ°κ΅¬μ μ νμ 8
β
‘. μ΄λ‘ μ λ°°κ²½ 9
1. μΈμ±κ΅μ‘ λν₯ 9
κ°. κ΅μ‘κ³Όμ κ³Ό μ μ±
λν₯ 9
λ. μΈμ±κ΅μ‘ μ°κ΅¬ λν₯ 26
λ€. μΈμ±κ΅μ‘μ§ν₯λ² 36
2. μΈμ±κ³Ό 체μ‘Β·μ€ν¬μΈ 39
κ°. μ€ν¬μΈ 맨μ κ΅μ‘ 40
λ. λΉννλ μλ°© κ΅μ‘ 47
λ€. μ μΈμ μ²μλ
μ‘μ± 49
3. νκ΅μ²΄μ‘κ³Ό μΈμ±κ΅μ‘ 53
κ°. μ κ· μ²΄μ‘ μμ
53
λ. νκ΅μ€ν¬μΈ ν΄λ½ 56
λ€. κΈ°ν μ²΄μ‘ νλ 60
β
’. μ°κ΅¬λ°©λ² 63
1. μ°κ΅¬μ μ€κ³ 63
κ°. μ°κ΅¬μ λ°©λ²λ‘ μ κ΄μ 63
λ. μ°κ΅¬μ μ μ°¨ 65
2. μ°κ΅¬ μ°Έμ¬μ 67
3. μλ£μμ§ 69
κ°. μ¬μΈ΅ λ©΄λ΄ 69
λ. λΉμ°Έμ¬ κ΄μ°° 72
λ€. νμ§ λ¬Έμ 73
4. μλ£λΆμ 74
κ°. μλ£ κΈ°μ 76
λ. μλ£ λΆμ 76
λ€. μλ£ ν΄μ 77
5. μ°κ΅¬μ μ§μ€μ± 77
κ°. λ€κ°λ λΆμ 77
λ. μ°κ΅¬ μ°Έμ¬μμ μν κ²ν μμ
78
λ€. λλ£ κ° νμ 78
6. μ°κ΅¬μ μ€λ¦¬ 78
β
£. κ²°κ³Ό λ° λ
Όμ 80
1. 체μ‘κ΅μ¬μ μΈμ±κ΅μ‘μ λν μΈμ 80
κ°. μΈμ±κ΅μ‘μ μλ―Έ 80
1) μμμ²λ°©μ½ 80
2) κ°κ°μ ν¬ 82
3) λ¬κ΅¬λ¦ μ‘κΈ° 86
λ. μΈμ±κ΅μ‘μ λ°©λ² 89
1) κ΅μ¬μμ²΄κ° λ©μΈμ§ 89
2) μ κ·Ήμ κ΅μ‘κ³Όμ μ¬κ΅¬μ± 94
λ€. μΈμ±κ΅μ‘μ 쑰건 98
1) λ°©ν₯μ±μ κ°μ§ μ€μ§μ μΈ μ μ±
98
2) μΈμ±μΉνμ νκ΅ νν 101
3) κ΅μ‘μ² ν μΈμ°κΈ° 108
λΌ. μΈμ±κ΅μ‘μ νκ³ 112
1) μ¦μ κ΅μ‘κ³Όμ κ°μ κ³Ό λμ¨ν μ μ±
κ΄λ¦¬ 112
2) μ±κ³Όκ° 보μ΄μ§ μλ λ
Έλ ₯ 115
3) 무기λ ₯κ³Ό κ±°λΆκ° 120
λ§. μμ½ λ° μ’
ν© λΆμ 124
2. 체μ‘κ΅μ¬μ μΈμ±κ΅μ‘ μ€ν λ°©λ² 127
κ°. κ΅μ¬ νλ 128
1) λͺ¨λ²λ³΄μ΄κΈ° 128
2) νμκ³Ό κ΄κ³ λ§ΊκΈ° 131
λ. μμ
μ΄μ 134
1) μ€ν¬μΈ κΈ°μ κ³Ό κ·μΉ κ°λ₯΄μΉκΈ° 134
2) κ°μ 체ν νλ μ 곡νκΈ° 140
3) μΈμ± κ°μ‘° νμ΅μλ£ νμ©νκΈ° 144
4) νλ ₯μ μΌλ‘ λͺ¨λ νλ μ΄μνκΈ° 146
5) νκ΅¬νΈ λ° μΈλ λͺ¨λ λ§λ€κΈ° 151
6) μ΄μ²΄μ μΌλ‘ νκ°νκΈ° 153
λ€. νκ²½ μ‘°μ± 158
1) κ³Όμ νλλ¬Ό κ²μνκΈ° 158
2) μμ
μ©κΈ°κ΅¬λ₯Ό ν΅ν μΈμ± λ©μμ§ μ λ¬νκΈ° 161
λΌ. μμ½ λ° μ’
ν© λΆμ 163
3. 체μ‘κ΅μ¬μ μΈμ±κ΅μ‘ νμ΅ λ°©μ 167
κ°. κ°μΈμ κ²½ν 168
1) μμ
μ λν λ°μ±κ³Ό κΈ°λ‘ 168
2) λ
μμ μ¨λΌμΈ 맀체 νμ© 173
λ. 곡μμ κ΅μ¬κ΅μ‘ 180
1) μ°μ μ°Έμ¬ 180
2) λνμ μ§ν 185
λ€. λΉκ³΅μμ κ΅μ¬κ΅μ‘ 189
1) κ΅μ¬νμ΅κ³΅λ체 μ°Έμ¬ 190
2) λ°ν λ° μλ£ κ°λ° κ²½ν 195
λΌ. μμ½ λ° μ’
ν© λΆμ 199
β
€. κ²°λ‘ λ° μ μΈ 204
1. κ²°λ‘ 204
2. μ μΈ 206
κ°. νμ§κ΅μ¬κ΅μ‘μ μν μ μΈ 206
κ°. νμμ°κ΅¬λ₯Ό μν μ μΈ 208
μ°Έκ³ λ¬Έν 212
λΆ λ‘ 241
Abastract 253Docto
체μ‘κ΅κ³Όμ μ§μμ κ΄ν μ°κ΅¬ : ν΄λΌλμ μ€μ°ν¬μΌνΈλ₯Ό μ€μ¬μΌλ‘
νμλ
Όλ¬Έ(μμ¬) --μμΈλνκ΅ λνμ :체μ‘κ΅μ‘κ³Ό,2009.2.Maste