특수체육 전공 초임 교사가 교직에서 경험하는 어려움과 대응 전략

Abstract

Objectives This study aims to analyze the difficulties experienced by novice teachers who majored in adapted physical education in the teaching profession, and to explore what response strategies they take to adapt to the teaching profession. Methods As a case study to achieve the purpose of this study, three novice teachers majoring in adapted physical education for less than three years were selected as research participants, and inductive category analysis was performed through in-depth interviews and document data collection for about six months. The analyzed data were written while trying to find the hidden pattern (Bogdan & Biklen, 2007). A total of three meetings were conducted with one professor of sports pedagogy with extensive qualitative research experience and four PhDs in sports pedagogy. Results The difficulties of novice teachers majoring in adapted physical education were poor environment to teach physical education in educational practice, teaching different from learning, swamp of applying behavioral intervention, and unprofessional work allotment. As a result, each teacher developed different strategy according to the environmental context. First, teachers working in an environment unsupportive of their major temporarily gave up on adapted physical education. Second, teachers working in a supportive environment for their majors tried to form a belief in adapted physical education and establish their identity as adapted physical education majors, and they were endeavoring to teach their subject in any environment Conclusions Based on the results of the study, this study presented a plan to provide inclusive conditions that match life and teaching for teachers majoring in adapted physical education and a more comprehensive plan for adapting to teaching through the study of teachers who majored in adapted physical education with teaching experience.