발달장애 대학생의 장애무용 수업 실천적 지식 형성 과정에 관한 자문화기술지

Abstract

Objectives The purpose of this study is to explores the process of forming practical knowledge in dance classes for college students with developmental disabilities, using autoethnography. Methods Data were collected during the dance classes taught in the Department of Special Physical Education at University A from September 2018 to December 2019 and from March 2021 to June 2023. The collected data include self-reflective materials, class logs, field files, and cultural artifacts. The data were analyzed using emotion coding, contrast coding, and evaluation coding, and were described using confessional and emotive writing. Results Educational environment knowledge was formed through the process of addressing questions that emerged between the conflicts of “New Challenges: What Should Be Taught?” and “Research vs. Educational Field.” The curriculum and course content were shaped through the interaction of dance education, college students with deveopmental disabilities, and university education. This was categorized under “Creating My Identity in University Dance for Students with Disabilities: How Should It Be Taught?:” and further subdivided into “Reconsidering Traditional Dance Education Methods: Completing to the End,” “Thoughtful Movement,” “Making story”, and “The Instructor as a Discoverer.” Conclusions The instructor's reflection and introspection on education, as well as their belief in their own teaching, serve as the driving force for their growth. Practical knowledge is not static; it changes organically through the interaction between the instructor, the students, and the educational environment. As the agent of this change, the educator must explore new educational challenges and opportunities, using them to improve and transform their teaching.