이 내러티브 연구는 세 중학교 체육교사의 교재개발 경험을 기술하고 그 교육적 의미를 탐색하는데 목적이있다. 연구참여자는 유목적 표집 중 결정적 사례 표집법에 의해서 선정된 13년 경력의 세 중학교 체육교사이다. 자료는 공식인터뷰 자료를 주 자료로 사용하였고 저널 ,이메일, 비공식 전화 통화를 추가 자료로 수집하였다. 수집된 자료는 연구참여자의 체육 교재 개발의시작, 교재개발 과정에서의 어려움과 보람을 시공간, 관계 속에서 기술하는이야기하기,그이야기의 의미를 해석하는 다시 이야기를 통해 귀납적으로 분석하였다. 연구의 진실성은 자료수집의 다각도검증,연구참여자로부터의 코딩 및 결과물에 대한 확인, 동료연구자와의 연구과정 검토, 부정적 사례의 재검토를 통해 확보하였다. 연구참여자들은 매너리즘에 빠져 새로운 체육수업에 대한 갈증을 느끼고 있었는데 우연히 얻게 된 미국의 체육 교재를 통해 한국형 교재를 개발하고자 의기투합 하였다. 교재를 개발하는 과정은 순탄치 않았다. 샘플테스트와 교재에 포함 될 종목선정, 정확한 개념과 계열성이 확보된 내용틀의 구축, 삽화와 동영상을 활용한 시각화작업, 정기적 모임을 만드는 과정 그리고 사업과 교육적 가치에 대한 균형을 잡는데에 어려움을 겪었다. 하지만 교재개발과정에서 어려움만을 겪은 것은아니었다. 내용발달 체계를 적용하여 교재내용을 재구성하는 과정, 교수방법을과제,학생, 교사카드로 확장하는과정, 샘플제작과 수업실연 준비 과정에서 보람을느꼈다. 이러한 세 체육교사의 교재개발과정은 체육 교재개발의 프로슈머, 모방, 창조로 가는길, 양단불락의추구, 학습공동체를 통한 지식 창출이라는 4가지의미로해석되었다.|This narrative research intends to describe three middle school physical education teachers’ experiences in the development of teaching materials, and inquires the experiences’ educational implications. The participants were three middle school physical education teachers with more than 13 years of teaching experience, who were selected by critical case sampling. The main part of the data was obtained from formal interviews with the participants. Journals, emails, and informal interviews through telephone calls were also conducted for additional data. The collected data were inductively analyzed through the participants’ storytelling about their experiences of participation in teaching materials development in terms of difficulties and rewards, relationships with others, and self interpretation of their own experiences. The participants experienced mannerism in teaching and began demanding for a new physical education class, which encouraged them to develop Korean teaching materials, influenced by United States physical education teaching materials. During the development, they encountered difficulties in selecting games to be included in the teaching materials and sample testing, and in establishing the correct concepts and proper sequences of contents. Furthermore, there were difficulties in utilizing illustrations and video clips, holding regular meetings, and striking a balance between projects and educational values. There were positives to take from the development project, however. Encouragements were found in the process of rearranging the contents of teaching materials by applying a task development system, of extending the teaching methods to assignment, students, and teacher cards, and of creating samples and preparations for teaching. The analyses showed that these three physical education teachers' teaching material development process has implications as follows: the prosumer of developing the teaching materials, ways to imitation and creation, pursuits of a win-win situation, and knowledge creation through the learning community.
This narrative research intends to describe three middle school physical education teachers’ experiences in the development of teaching materials, and inquires the experiences’ educational implications. The participants were three middle school physical education teachers with more than 13 years of teaching experience, who were selected by critical case sampling. The main part of the data was obtained from formal interviews with the participants. Journals, emails, and informal interviews through telephone calls were also conducted for additional data. The collected data were inductively analyzed through the participants’ storytelling about their experiences of participation in teaching materials development in terms of difficulties and rewards, relationships with others, and self interpretation of their own experiences. The participants experienced mannerism in teaching and began demanding for a new physical education class, which encouraged them to develop Korean teaching materials, influenced by United States physical education teaching materials. During the development, they encountered difficulties in selecting games to be included in the teaching materials and sample testing, and in establishing the correct concepts and proper sequences of contents. Furthermore, there were difficulties in utilizing illustrations and video clips, holding regular meetings, and striking a balance between projects and educational values. There were positives to take from the development project, however. Encouragements were found in the process of rearranging the contents of teaching materials by applying a task development system, of extending the teaching methods to assignment, students, and teacher cards, and of creating samples and preparations for teaching. The analyses showed that these three physical education teachers' teaching material development process has implications as follows: the prosumer of developing the teaching materials, ways to imitation and creation, pursuits of a win-win situation, and knowledge creation through the learning community.
I. 연구의 필요성 및 목적 1 II. 연구방법 3 1. 연구 참여자와 연구자 3 2. 자료수집 및 분석 4 III. 세 체육교사의 교재개발 경험 5 1. 체육 교재개발의 시작 5 2. 체육 교재개발 과정에서의 어려움 6 3. 체육 교재개발 과정에서의 보람 9 IV. 세 체육교사의 교재개발 경험의 의미 11 1. 체육 교재개발의 프로슈머(prosumer) 11 2. 모방, 창조로 가는 길 12 3. 양단불락(兩端不落)의 추구 14 4. 학습공동체를 통한 지식 창출 15 V. 세 체육교사의 다시 살아가기 16 Abstract 22
