학교에서 교육은 무엇을 지향해야 하며, 교육과정으로써 각 교과교육은 어떠한 역할을 해야 하는가. 더불어 학교교육의 한 주체로서 교사의 역할은 무엇이며, 그 역할에 대해 얼마나 책임을 다하고 있는가. 교육현장에서 교사가 차지하는 위치와 역할은 그 중요성에서 두말할 나위가 없다. 그러나 현재의 공교육 현장에서 교사가 심각한 위기에 당면해 있음은 공공연한 사실이다. 교사라는 사회적․직업적으로 인정받는 안정적인 지위라는 평가와 더불어 때로는 ‘역할정체성(박성미, 2005)의 부재’라는 논란의 중심에서 도전을 받고 있기 때문이다. 이러한 현실적인 측면에 기초할 때 미래의 교사로서 예비교사들이 직․간접적으로 경험에 의해
The purpose of this study was to analyze about elementary preservice teachers\' experienced perceptions from teaching elementary physical education. A total of three hundred elementary preservice teachers who were enrolled at GI university of education located in Gyeonggi Province and Incheon were investigated by using an open-ended questionnaire. The data were analyzed by using inductive categorical analysis and Chi square. The following result were obtained. First, the elementary preservice teachers perceived empirically negative aspects more than positive aspects to elementary physical education. Second. the elementary preservice teachers perceived empirically that the interference factors were mixed human resources and circumstances. Classroom management, circumstances, teacher, classroom content, and student presented with a magnitude in the listed order. Third, the elementary preservice teachers perceived empirically that teacher\'s factors were classified into external requisites, internal requisites and elementary physical eduction specialist; External requisites for teacher were practical training, teaching knowledge, teaching method, classroom management. Internal requisites for teacher were interaction, leadership, character, teaching perspectives. ※ Key words : elementary preservice teacher, experienced perception, teaching elementary physical education
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 결론 및 제언 참고문헌 ABSTRACT
