19 research outputs found
์ด๋ฑํ์์ ์ฒด์ก์์ ์ฐธ์ฌ์ ํ ๋ถ์
ํ์๋
ผ๋ฌธ(์์ฌ)--์์ธ๋ํ๊ต ๋ํ์ :์ฒด์ก๊ต์ก๊ณผ,1996.Maste
Past Developments and Future Directions in Revision of Korean Secondary Physical Education Curriculum
The purpose of this study was to provide an overview of past developments in
revision of National Curriculum of Physical Education (NCPE) and to explore the
issues related to curriculum development and implementation. In a curriculum text
level, the structure of curriculum document, objectives, and contents of NCPE have
been revised in response to the development of discipline of sport pedagogy and
changing needs of society. Regarding the issues of curriculum revision, three
critical issues have been emerged: (a) aligning general guidelines of national
curriculum with physical education curriculum, (b) reconciling opinions of diverse
agents in curriculum development, and (c) overcoming the breach between school
context and NCPE. The implementation of NCPE has been improved from passive
transmission of NCPE toward more active re-organization of NCPE, thus
encouraging more innovative curriculum implementation in the school settings.
Future NCPE should be developed to reflect the essential nature of physical
education subject and should be developed as teacher-friendly curriculum that can
bridge the school contexts and NCPE.๋ณธ ์ฐ๊ตฌ์ ๋ชฉ์ ์ ์ค๋ฑํ๊ต ์ฒด์ก๊ณผ ๊ต์ก๊ณผ์ ์ ๋ณ์ฒ๊ณผ์ ์ ์ดํด๋ณด๊ณ ๊ฐ๋ฐ๊ณผ์ ๊ณผ ์ค
ํ์ ๊ด๋ จ๋ ์์ ์ ํ์ํ์ฌ ์ด๋ฅผ ํ ๋๋ก ์ฒด์ก๊ณผ ๊ต์ก๊ณผ์ ์ ๋ฐ์ ๋ฐฉํฅ์ ์ ์ํ๋
๋ฐ ์๋ค. ๋ฌธ์์ ์ธ ์์ค์์ ๋ถ์ํ ๊ฒฐ๊ณผ ์ฒด์ก๊ณผ ๊ต์ก๊ณผ์ ์ ์คํฌ์ธ ๊ต์กํ์ ํ๋ฌธ์
๋ฐ์ ๊ณผ ๋ณํํ์ฌ ๋ฌธ์์ฒด์ , ๋ชฉํ, ๋ด์ฉ์ ์์ด์ ์๋์ ๋ณํ์ ๋ฐ๋ฅธ ์ ์ ํ ๋ฐ์ ์ด
์์๋ค. ๊ต์ก๊ณผ์ ๊ฐ๋ฐ ์ธก๋ฉด์์๋ ์ด๋ก ๊ณผ ๊ฐ๋ก ๊ฐ์ ์ํต, ๊ต์ก๊ณผ์ ๊ฐ๋ฐ ์ฃผ์ฒด ๊ฐ์
์ํต, ํ๊ต ํ์ฅ๊ณผ์ ์ํต์ด ์ค์ํ ์์ ์ผ๋ก ๋ถ๊ฐ๋์๋ค. ์ฒด์ก๊ณผ ๊ต์ก๊ณผ์ ์ ์คํ ์ธก
๋ฉด์์๋ ์ผ๋ฅ ์ ์ธ ์ค์ฒ์์ ์ ์ฐจ ์์จ์ ์ธ ์ค์ฒ์ ๊ฑฐ์ณ ํ์ ์ ์ธ ์ค์ฒ์ ์งํฅํ๋
๊ฒ์ผ๋ก ๋ํ๋ฌ๋ค. ํฅํ ์ฒด์ก๊ณผ ๊ต์ก๊ณผ์ ์ ์ฅ๊ธฐ์ ์ธ ์๋ชฉ์์ ์ฒด์ก ๊ต๊ณผ์ ๋ณธ์ง์ ๋ฐ
์ํ๋ ์ฑ
์๊ฐ ์๋ ๊ต์ก๊ณผ์ , ํ์ฅ ์นํ์ ์ธ ๊ต์ก๊ณผ์ , ์ํต์ด ์๋ ๊ต์ก๊ณผ์ ์ผ๋ก์
๋ฐ์ ์ ๋ชจ์ํด์ผ ํ๋ค
A study on the occupational challenges and coping strategies of the student athlete coaches
[๋ชฉ์ ] ๋ณธ ์ฐ๊ตฌ์ ๋ชฉ์ ์ ํ๊ต์ด๋๋ถ์ง๋์์ ์ง์
์ ๊ณ ์ถฉ์ ์ค์ธต(๊ด๊ณ-์ ๋)์ ๊ด์ ์์ ์ดํดํ๊ณ , ๋์์ ์ฑ์ง์ ๋ถ์ํจ์ผ๋ก์จ, ํฅํ ์ธ๊ถยท์นํ์ ํ๊ต์ด๋๋ถ ์์คํ
์ ์ฐฉ์ ์ํ ์์ฌ์ ์ ์ ๊ณตํ๋ ๋ฐ ์๋ค. [๋ฐฉ๋ฒ] ์ด๋ฅผ ์ํด ์ด, ์ค, ๊ณ ํ๊ต์ด๋๋ถ์ง๋์(n=5, ํ๊ท ๊ฒฝ๋ ฅ 19.2๋
)๋ฅผ ์ฐธ์ฌ์๋ก ์ ์ ํ์๋ค. ์ฐ๊ตฌ์๋ฃ๋ ๋ฐ-๊ตฌ์กฐํ๋ ๋ฉด๋ด์ผ๋ก ์์ง๋์๋ค. ์์ง๋ ์๋ฃ๋ ๊ท๋ฉ์ ์ผ๋ก ๋ถ์๋์๋ค(Patton, 2015). [๊ฒฐ๊ณผ] ์ฒซ์งธ, ์ฐธ์ฌ์๋ค์ ํ๊ต์ด๋๋ถ ์กฐ์ง ๋ด์ธ์ ์ดํด๋น์ฌ์๋ค์ ์ญํ ๊ธฐ๋์ ์ง์ณ์์๋ค. ๋์งธ, ์ด๋๋ถ ๊ด๋ จ ์ ๋ ๋ฐ ์ ์ฑ
์ธ ํ์ต๊ถ ๋ณด์ฅ์ , ์ฃผ 52์๊ฐ ๊ทผ๋ก์ , ์ธ๊ถ ๋ณด์ฅ์ ๋ ์ง๋์๋ค์ ๊ณต์์ , ๋น๊ณต์์ ์ญํ ์ํ์ ์ด๋ ค์์ ๊ฐ์ค์์ผฐ๋ค. ์
์งธ, ์ดํด๋น์ฌ์๋ค์ ๊ด๊ณ์ ์๊ตฌ์ ์ ๋ถ๊ธฐ๊ด์ ์ ๋์ ์ด์์ ๋ถํํ์์ ์ฐธ์ฌ์๋ค๋ก ํ์ฌ๊ธ ๋ฐ์ ๋์ , ๋น์ค๋ฆฌ์ , ๋น๊ต์ก์ ์์ถฉ์๋ฅผ ํํ๋๋ก ์ข
์ฉํ์๋ค. [๊ฒฐ๋ก ] ์ฐ๊ตฌ๊ฒฐ๊ณผ๋ฅผ ๋ฐํ์ผ๋ก ์ธ๊ถ ์นํ์ ํ๊ต์ด๋๋ถ ๋ฌธํ์ ํ ์ฐฉํ๋ฅผ ์ํด ์ ๋ถ, ํ๊ณ, ์ฌํ์ ๋ฐ์ด ์ด๋๋ถ์ง๋์๋ฅผ ํ์ ์ ๋์์ผ๋ก ์ค์ ํ๊ธฐ๋ณด๋ค, ํจ๊ป ๋ฌธ์ ๋ฅผ ํ์ด๊ฐ ํ์ ์ ์ฃผ์ฒด๋ก ์ฌ์ธ์ํด์ผ ํจ์ ์ ์ธํ์๋ค. ์ด๋ฌํ ๊ฒฐ๋ก ์ ์ดํด๋น์ฌ์๋ค์ ์๊ตฌ์ ๊ด๋ จ ์ ์ฑ
์ ๊ฐ๊ทน์ ์ขํ๋๋ฐ ์ ํจํ ์์ฌ์ ์ ์ ๊ณตํ ๊ฒ์ผ๋ก ๊ธฐ๋๋๋ค.
[Purpose] The purpose of this study was to understand student athletes coaches occupational challenges from the dual perspectives(social relationship-political system), to analyze the nature of the coping strategies for the challenges, and to provide implications for building a human rights-friendly student athletes club culture. [Methods] Five coaches(n=5, average career length= 19.2 years) were selected through purposeful sampling. Data were collected by semi-structuredinterviews with participants. The collected data were inductively analyzed(Patton, 2015). [Results] First, participants struggled with informal roles demanded by the interested parties(principals, athletic directors, parents, and university coaches). Second, the system for protecting student athletes learning rights, the 52-hour work system and the human rights system added difficulties to the coaches work environment. Third, the disharmony between interested parties demands and government agencies institutional ideals pushed participants to choose anti-institutional, un-ethical, un-educational coping strategies. [Conclusion] The findings suggest that the government, academia and the community should empower coaches as the subject of reform who can solve the problem together rather than regarding them as the object of reform. Furthermore, this conclusion is expected to provide implications to alleviate disharmony between interest parties demands and government agencies systems.N
A Systematic Literature Review on Teachers Beliefs in Elementary and Secondary Physical Education Practices: Implications for Continuity of P.E.
๋ณธ ์ฐ๊ตฌ์ ๋ชฉ์ ์ ์ฒด๊ณ์ ๋ฌธํ ๋ถ์(systematic literature review)์ ํตํด ์ดยท์ค๋ฑํ๊ต์์ ์ฒด์ก์ ์ง๋ํ๋ ๊ต์ฌ์ ์ ๋
์ ๋ถ์ํ๊ณ , ์ดยท์ค๋ฑ ์ฒด์ก๊ต์ก์ ์ฐ๊ณ๋ฅผ ์ํ ์์ฌ์ ์ ์ ๊ณตํ๋๋ฐ ์๋ค. ์ด๋ฅผ ์ํด ์ด๋ฑ ์ฒด์ก์์
, ์ค๋ฑ ์ฒด์ก์์
, ์ด๋ฑ ์ฒด์ก๊ต์ฌ, ์ค๋ฑ ์ฒด์ก๊ต์ฌ, ์ด๋ฑ ์ฒด์ก ์ค์ฒ, ์ค๋ฑ ์ฒด์ก ์ค์ฒ ๋ฑ์ ํค์๋๋ก ์ต๊ทผ 10๋
๊ฐ ๊ตญ๋ด ํ์ ์ง์ ๊ฒ์ฌ๋ ๊ด๋ จ ์ฐ๊ตฌ๋ฌผ์ ์์งํ์๊ณ , ์ต์ข
45ํธ์ ์ ์ , ๋ถ์ํ์๋ค. ์์ง๋ ์ฐ๊ตฌ๋ฌผ์ ๊น์ข
์ฑ ์ธ(2000)์ ์ฐ๊ตฌ์์ ์ฒด์ก๊ต์ฌ์ ์ ๋
์ ๊ต๊ณผ๊ด, ๊ต์ฌ๊ด, ๊ต์ก๊ณผ์ ๊ด์ผ๋ก ๋ถ๋ฅํ๋ ํ๋ ์์ํฌ๋ฅผ ํ์ฉํ์๋ค. ์ฐ๊ตฌ ๊ฒฐ๊ณผ๋ ๊ต๊ณผ๊ด์์ ์ฒด์ก์ ๋ดยท์ธ์ฌ์ ๊ฐ์น ์งํฅ๊ณผ ๊ต์ก์ฒด์ ์ ๊ตฌ์กฐ์ ํน์ฑ์ ๊ธฐ์ธํ ์ ๋
์ด, ๊ต์ฌ๊ด์ ๊ต์ฌ์, ๊ต์ฌ ์ญํ , ๊ต์ฌ์ ์์ง์ ๊ดํ ์ ๋
์ด, ๊ต์ก๊ณผ์ ๊ด์ ์ธ์๊ณผ ์คํ์ ๊ดํ ์ ๋
์ด ์ดยท์ค๋ฑ ๊ต์ฌ ๊ฐ์ ๊ณตํต์ , ์ฐจ๋ณ์ ์ผ๋ก ๋๋ฌ๋ฌ๋ค. ์ดยท์ค๋ฑ ์ฒด์ก๊ต์ก ์ฐ๊ณ๋ฅผ ์ํด์๋ ํ์ ์ฒด์ก์ ํ ๋๊ฐ ๋๋ ๊ต๊ณผ๋ก์์ ์ฒด์ก, ์ดยท์ค๋ฑ ์ฒด์ก์ ์ด์ด์ฃผ๋ ๊ต๋์ ์ญํ , ๊ต์ฌ์ ๊ต์ก๊ณผ์ ์คํ ์ ๋ฌธ์ฑ์ ์ ๊ณ ๊ฐ ํ์ํจ์ ์ ์ํ์๋ค.
The purpose of this study was to analyze the teaching beliefs of elementary and secondary P.E. teachers through systematic literature review, and to draw implications for the continuity of elementary and secondary P.E.. For this purpose, literatures over the past 10 years were collected under the keywords Elementary P.E. Class, Secondary P.E. Class, Elementary P.E. Teachers, Secondary P.E. Teachers, Elementary P.E. Practice, Secondary P.E. Practice, and the final 45 published research were selected for analysis. The collected literatures were analyzed by using Kim, et al. (2000)s framework in which the beliefs of P.E. teachers were classified into the view on subject matters, the view on teachers, and curriculum. The results of the study are as follows. First, the beliefs on subject matters were built around intrinsic and extrinsic valueoriented P.E. and structural characteristics of the education system. Second, the beliefs on teacher were related to teacher image, role, and attributes. Third, for the beliefs on curriculum of elementary and secondary P.E., teachers showed both similarities and differences in curriculum perception and curriculum practice. Suggestions for the establishment of continuum between elementary and secondary physical education are: (a) enhancing the role of physical education that serves as a foundation of lifelong physical education, (b) building up the role as a bridge between elementary and secondary P.E., and (c) cultivating competences of P.E. teachers curriculum implementation.N