예비 체육 교사의 팀 티칭 실행 경험 탐색

초록

The purpose of this study was to explore practical experience of pre-service physical education teachers in team teaching that have been provided at one of teacher education programs in physical education. 8 times for group interviewing (total 20 participants) have conducted per 4 groups with 5 pre-service teachers and their teaching logs are chosen to analyze their perceptions and experiences about team teaching presentation. The collected data are analyzed using Spradly(1980)' techniques. Throughout this analysis, pre-service physical education teachers have experienced both meanings and action principles of team teaching in secondary physical education. In terms of the embodied meanings of team teaching, the pre-service teachers could previously experience various roles such as future physical education teachers, student-teachers, and test takers for national teacher recruitment testing. Simultaneously, they have experienced big gap between theory and practice of school physical education throughout team teaming, and perceived the gap could be minimized to prepare for field practice. Moreover, they have realized the open communication among pre-service teachers is the most important factor in experiencing principles of team teaching. They also have experienced that the open communication makes effective role distribution among pre-service teachers and then both bring smooth collaboration.

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