멘토링 프로그램을 통한 초임 체육교사와 예비 체육교사의 동반성장 과정 탐색

초록

This study explored the process of mutual growth between pre-service and novice physical education teachers through a mentoring program at University A. Data were collected from four novice teachers with less than five years of experience and 15 third-year undergraduate students via self-reflection reports, video materials, final evaluation reports, and individual interviews, and subsequently analyzed through inductive content analysis. The results revealed that while the pre-service teacher mentees initially felt career-related anxiety, the mentoring program empowered them to gain confidence in their profession, establish their teacher identity, and enhance their instructional competencies. Simultaneously, the novice teacher mentors, despite experiencing burnout from heavy workloads, were able to reflect on their own teaching through their mentees, recover their initial passion for education, and significantly improve their professional satisfaction and pride.

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