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Development of Physical Education Curriculum of Self-Supported Physical Education Teacher Community and its Meaning
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자생적 체육교사 학습공동체의 체육과 교육과정 개발과 의미

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Type
Academic journal
Author
Son Cheon-Taik (인천대학교) Zae Sungzoon (인천대학교)
Journal
Research Institute of Curriculum Instruction 교과교육학연구 교과교육학연구 제21권 제3호 KCI Accredited Journals
Published
2017.6
Pages
240 - 252 (13page)
DOI
10.24231/rici.2017.21.3.240

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Development of Physical Education Curriculum of Self-Supported Physical Education Teacher Community and its Meaning
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The purpose of this study was to investigate the process of organizing teacher learning community to develop school level physical education curriculum and to explore the educational meaning of the process in depth. The case study was conducted for around one year from January 2014 to February 2015, with four physical education teachers working for ‘K’ high school in the metropolitan city of Incheon. To collect qualitative data, three rounds of focus group interviews and two rounds of in-depth interviews were conducted with the participants. Additional data were collected through frequent informal interviews with the participants. The collected data were analyzed by using both within-case analyses and between-case analyses for the process of developing school-level physical education curriculum to find core themes. Truthfulness of data was secured through peer debriefing, triangulation, member checking and examination of exceptional cases. The process of developing school-level physical education curriculum ranged from feeling empathy with the necessity of developing new physical education curriculum through grasping problems of operating school physical education, to developing and implementing school-level physical education curriculum. Three meaningful experiences were found by analyzing the process of developing school-level physical education curriculum by participants in terms of professional development: First, physical education teachers participating in the study experienced shared intellectual growth by planning new physical education curriculum together and teaching it together; Second, the participants found it important for the leader of the teacher learning community to play his role faithfully, so that all the other teachers play their roles to see his dedicated efforts; For the school-level physical education curriculum to be successfully developed, it should be suited to the situation of each school.
#학교수준 교육과정 #체육과 교육과정 #교사학습공동체 #school level curriculum #physical education curriculum #teacher learning community

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References (32)

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Barber, M. / 2012 / Sense and Nonsense and the National Curriculum / Routledge google schola 장용규 / 2015 / 초등학교 여성 체육부장으로서의 삶에 관한 내러티브 탐구 / 한국초등교육 26(4):183~209 dbpia Fullan, M. / 1996 / What's Worth Fighting for in Your School? / Teachers College Press google schola 길현주 / 2015 / 사회과 교사들의 교육과정 재구성 경험에 관한 이해 - 혁신학교 사례를 중심으로 - / 시민교육연구 47(1):25~58 dbpia Houghes, T. A. / 2006 / A National Perspective : An Exploration of Professional Learning Communities and The Impact on School Improvement Efforts / National Journal for Publishing and Mentoring Doctoral Student Research 1(1):1~12 google schola

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