초등체육 국가교육과정 도입에 관한 미 교사들의 인식

Abstract

Grounded in the theoretical model of systemic school reform (SR), the purpose of this investigation was to examine teachers’ perceptions on a unified national curriculum for elementary physical education (PE) in the United States (US). In total, 15 elementary PE teachers (female=8, male=7) were purposefully selected to participate in formal interviews. The interview data inductively analyzed were reinterpreted and tested based on the SR model. The themes that emerged indicated a nationwide curriculum has the potential to help students enhance fundamental motor skills and basic movements by unifying primary components of education. However, it would not function well in the US in which constitutional power is shared among national, state, and local governments. The longstanding tradition of polyphonic federalism would prompt greater policy variability among elementary PE programs in attempts to minimize these differences. Curriculum reform for elementary PE must occur through careful revisions for the current model of standards-based learning, but not total standardization for curricula.