본 연구의 목적은 초임체육교사들의 교육실천공동체 참여 실태를 분석하는데 있다. 연구대상은 각 지역 5년 이하의 초임체육교사 280명이며, 편의표본 추출법으로 추출하였다. 자료처리는 spss 18.0 Version을 사용하여 빈도분석 및 교차분석을 실시하였다. 그 결과 교육실천공동체의 의미를 알고 있고, 주변에 교육실천공동체가 있는지를 알고 있는 교사는 70%이상으로 확인되었다. 또한 203명(79.3%)의 교사들은 초임체육교사들은 교육실천공동체가 필요하다고 응답하였으며, 실제 참여중인 교사는 60명(23.7%), 과거 참여교사는 37명(14.6%), 미 참여교사들은 156명(61.7%)로 나타났다. 참여 교사의 활동 양상을 살펴보면 다양한 교수학습 기법 및 경험공유, 새로운 교육정보 및 교육동향 파악, 인적네트워크 형성을 위한 참여를 하고 있었으며 이러한 부분에 있어서도 만족하고 있었다. 과거 참여교사들의 중단 요인으로는 학교 업무 및 결혼, 육아, 대학원과 같은 개인적인 문제로 중단하는 경우가 높았으며 활동당시의 만족도는 교수학습과 관련하여 만족도가 가장 높은 것으로 나타났고 34명(91.9%)는 다시 참여할 계획이 있다고 하였다. 미 참여 교사들의 참여하지 않는 이유로는 학교 업무가 가장 높게 나타나고 있었고, 그 다음으로는 결혼, 육아, 대학원 등의 개인적인 문제가 높게 나타나고 있었다. 114명(73.1%)의 교사들은 참여할 계획이 있었으며, 참여 계획의 이유로는 체육 수업의 전문성 향상, 교육관련 정보 공유를 위하여 참여하고자 하였다.
The objective of this study is to analyze the present situation of beginning physical education teachers` participating in educational communities of practice. To attain such objective of study, the researcher analyzed present situation by doing questionnaire to 280 beginning physical education teachers with career below 5 years participating in educational communities of practice. Frequency analysis and cross analysis were done for collected quantitative materials by using SPSS 18.0. According to study, first, more than 70% of beginning physical education teachers were found to know the concept of educational communities of practice and whether educational communities of practice are located in their neighborhood. More than 79.3% of teachers answered that educational communities of practice were necessary, but only 60 teachers(23.7%) actually participated and 37 teachers(14.6%) participated before and 156 teachers(61.7%) did not. Second, checking the situation of activity of teachers participating in educational communities of practice, they participated mostly to share diverse techniques of instruction and experience, to grasp new education information and education trend and to build human network. related to new lesson of physical education & other activities such as study project, mentoring for beginning teachers. Generally satisfied with activity, teachers participating in educational communities of practice thought that sharing the experience in diverse cases of lesson was helpful in cultivating expertise in the subject. Third, with respect to the reason for suspension as a result of recognition of teachers participating in educational communities of practice in the past, the most prevalent opinion was personal matters like school job and marriage, childcare, graduate school. With respect to satisfaction at the time of activity, the satisfaction in lesson was high and satisfaction over 70% was seen in the part such as formation of human network, grasping new education information and education trend. Fourth, the teachers who are not experienced in educational communities of practice did not participate, mainly because of burdensome school job, followed by personal matters such as marriage, childcare, graduate school. Further, some 10% of teachers think educational communities of practice unnecessary. Although 114 teachers(73.1%) out of 156 answered that they were to participate in educational communities of practice.