본 연구의 목적은 초등학교 저경력 교사들을 대상으로 체육교과에서의 PCK 형성과정을 탐색하는 것이다. 연구는 교직 5년차 미만의 제보자 5명을 대상으로 질적 연구의 방법을 사용하여 진행하였다. 연구의 결과는 다음과 같다. 학부교육에 있어 교육과정과 관련된 지식, 체육교과 내용 지식과 교수법 관련지식은 심화 과정과 담당 교수에 따라 많은 차이를 보여 주었다. 교육실습에 있어서 연구 참여자들은 체육과 교육과정에 대한 PCK 지식을 쌓고 있지 못하였으나 교과내용과 교수법에 대한 PCK는 이론과 실제의 결합을 통해 형성하고 있었다. 임용고시 준비 과정을 통해 연구 참여자들은 교육과정과 관련된 지식, 교과내용 지식과 교수법, 체육교과의 내용과 수업 모형, 교수법 등을 상세하게 공부하고 이를 구조화시키고 있었다. 그러나 학생과 관련된 지식은 습득하고 있지 못하였다. 연구 참여자들에게 있어 학교 현장의 교육과정은 문서로서만 존재하고 있어 이를 통한 개별적인 PCK형성은 되고 있지 못 하였다. 교과내용과 교수법에 대한 지식은 주로 선배 교사들의 조언이나 수업참관 혹은 체육과 연수를 통해 배우고 있었다. 학생이해와 관련된 PCK 지식은 학생들과의 지속적인 만남과 동료교사들의 조언과 경험담을 통해 형성 시키고 있었다.
This research examines the PCK formation process on physical education with teachers who had less experience in primary schools. The study uses the qualitative research method with five teachers who have less with less than 5 years of (their) experience. Below is the conclusion of the study. When it comes to PCK about a curriculum, they formed each different PCK by their major from their university. In the cases of teaching practices, they rarely got any PCK experiences (of PCK) regarding physical education curriculum. They were able to study detailed PCK and organized it throughout the period of time they studied to attain take a teacher certification examination. In terms of PCK about curriculum and methods of teaching, they learned each different physical education curriculum and contents by their major or professors. They attained the detail of curriculum and teaching contents with their teaching practice experiences. They could get some PCK on the teaching contents and the way they teach generally and defined it through the course of the teacher certification examination. In the school they are working in, they improved their PCK with some advice from senior teachers, observing other teachers’ classes or attending teacher training programs about physical education. PCK on understanding what students are like is below. In their university time, the participants built a ‘big picture’ of their students the participants built a 'big picture' of understanding students. They were able to encounter (the) authentic classroom scenes, and they could develop their own PCK to make a better class. The period of studying for teaching certification examination helped (them) little to attain any understanding of their students. Understanding their students and finding their potential came rather through working in the school, where the were able to continuously meet student. Also experiences and advices from senior teachers provided them (to get) more knowledge on PCK in physical education.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 결론 Ⅴ. 제언
