예비초등교사들의 체육교과 안전영역 교수를 위한 역량 및 직전교사교육과정의 역할 탐색

Abstract

Purpose: The purpose of this study is to explore the teaching competencies of pre-service elementary school teachers in the safety domain of physical education, and the curriculum’s role in this training.<BR> Method: 20 participants who were enrolled as seniors in an elementary education department during Spring 2020 were recruited to collect data from written assignment as the first survey of this article. Afterwards, six(male: 2 and female: 4) of the 20 participants were selected to collect data from the in-depth interview and lesson plan. For data analysis, a constant comparative method for inductively analyzing data was used at each of the three steps (open, axial, and selective coding) to categorize themes. The authenticity and validity of the data were secured by identifying triangulation, member check, and peer examination.<BR> Results: Two main themes were as follows: 1)‘teaching competencies for the safety domain of physical education’ and 2)‘learning experiences during pre-service teacher education curriculum.’ The sub-themes from the first primary theme were categorized as ‘consideration emphasizing the importance of the safety domain’, fully understanding about the content system of the safety domain’, and ‘the difficulty and limitation about teaching the safety domain.’ The sub-themes from the second main theme included ‘positive learning experiences in developing teaching competencies for the safety domain’, and ‘limited learning experiences in developing teaching competencies for the safety domain.’<BR> Conclusion: The pre-service teacher’s education curriculum needs to provide the content and management of methods course and physical activity courses, which emphasizes cultivating pedagogical content knowledge for the safety domain.