Abstract
Objectives The purpose of this study was to provide a clue and a clue to the direction of institutional and policy support for the selection and evaluation of physical education textbooks by analyzing and interpreting the empirical aspects commonly found in the experience of selecting physical education textbooks.
 Methods For this purpose, The data were collected by autobiographical writing and interview methods, and the narrative method was used to construct field texts, and the story was reorganized by repeatedly reading the data and composed as research texts.
 Results Participants experienced horizontal communication and coordination decision making, respect for field experience and tacit sympathy, growth and change through interaction, and formal rationality in the process of selecting physical education textbooks. The educational meaning of the process of selecting physical education textbooks was found to be a practical field of valuable educational experience that could achieve educational assets such as the process of communication and coordination of professional community culture, the process of reflection and contemplation, and the identification and expansion of perspective.
 Conclusions It was able to understand the aspect of elementary school teachers' experience in selecting physical education textbooks and the educational meaning, and it was able to provide basic data to search for institutional and administrative directions such as the implementation of training programs at the level of the municipal and provincial education offices for the development of professionalism in physical education textbooks and the briefing sessions on authorized textbooks.was able to understand the aspect and educational meaning of elementary school teachers' experience in selecting physical education textbooks and provide basic data for seeking institutional and administrative directions for the professional development of physical education textbooks.
Published Version
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