이연구는좋은수업을위한교육과정재구성과정에서중등초임체육교사가겪는어려움을밝히 고그것을해결하기위해어떤노력을하며결국에어떠한사고변화가일어나는지심층적으로밝히 는데목적이있다.연구목적을달성하기위해서Strauss와Corbin(1998)의근거이론방법을채택하 였고연구참여자선정은이론적표집법에따라서울,경기,인천소재의남녀공학중학교에근무하 고있는교육경력5년이하의초임체육교사최초3명을선정한후이론적포화를이룰때가지연구 참여자를추가하여최종9명을선정하였다. 20회의비구조화된공식인터뷰를중심으로자료를수 집하였고연구와관련된문화적인공물,문헌연구자료를추가수집하였다.자료분석은Strauss와 Corbin(1998)의분석절차에따라개방코딩,축코딩,선택코딩의절차를따르면서도각코딩단계를 오가면서순환적으로분석하였다.연구의진실성은연구참여자확인,다각도검증,동료연구자검 토,예외사례분석을통해확보하였다.결과로서첫째,초임체육교사들은교육과정을재구성하는 과정에서 체육 교수내용지식의 부족과 이상과 현실과의 괴리에서오는 어려움을 겪고 있었다. 둘 째,초임체육교사들의어려움극복전략으로자아성찰,상호교섭,매체활용하기를시도하고있었 다.셋째,이러한과정에서초임체육교사들은체육교육과정에대한안목형성이형성되고,체육교 수내용지식은진화하였으며, 교사수준교육과정재구성의실천자가되고있었다.
This study was conducted to identify the difficulties that novice physical education teachers face in curriculum reconstruction for better teaching and to provide deeper explanation of what efforts they make and what process they undergo in order to resolve theses difficulties. For this study, Strauss & Corbin’s (1998) Grounded Theory Methodology was adopted and nine novice physical education teachers were selected as the participants, who work in co-ed junior hight schools and have less than 5 years’ experience in teaching. Data were collected centered around 20 non-structured formal interviews, and cultural artifacts and literature research materials related to this study were additionally collected. For data analysis, recursive analysis was made by passing through each coding step while following the procedure of open coding, axial coding, and selective coding. Research integrity was established through identification of participants, multifaceted verification, review of co-researchers, and analysis of exceptional cases. The findings are as follows: First, novice physical education teachers had difficulties due to the lack of physical education pedagogical content knowledge and to the gap between the ideals and reality in the process of curriculum reconstruction. Second, novice physical education teachers were trying to make use of self-reflection, mutual negotiation, and media application as their strategies to overcome the difficulties. Third, this process led novice physical education teachers to gain a better insight into physical education curriculum, develop pedagogical content knowledge, and become a skillful practitioner of teacher level curriculum reconstruction.
I. 연구의 필요성 및 목적 II. 연구방법 III. 연구결과 및 논의 IV. 요약 및 제언 참고문헌
