교육실천공동체활동을 통한 초임 체육교사의 성장과정 이해

초록

To date, little attention is given to inquiry on positive strategies and growing process that deal with obstacles and difficulties facing beginning P.E. teachers. Thus, the purpose of this paper is to understand the growing process of beginning physical education teachers through actively performing educational communities of practice. For doing this, data are collected using the in-depth interview with 10 beginning P.E. teachers and teaching cases or documents, and then are analyzed using grounded theory method by Strauss & corbin (1990). As a result, 53 concepts, 15 sub-categories and 8 high categories are drawn through open coding. In addition, causal condition has appeared ‘facing difficulty in school life ’ and 'knowing educational communities of practice(ECOP)', and then ’the central phenomenon was ‘participating in ECOP’. Regarding mediation condition, it is discovered two categories(how about our ECOP and participatory factors. As action/interaction strategy, it was eventually explored as ‘growing beginning P.E. teachers’ throughout 'getting out of beginning teacher'. Finally, due to selective coding, it is understood that beginning P.E. teachers have professionally growing with active participation in ECOP.

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