지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2023.7
- 수록면
- 41 - 52 (12page)
- DOI
- 10.51979/KSSLS.2023.07.93.41
이용수
초록· 키워드
오류제보하기
Purpose: The purpose of this study is to explore the effectiveness otfe aching and learning in the safety domain in secondary school physical education.
Method: A phenomenological study, a qualitative research method, was conducted with 6 physical education teachers from middle schools and high schools in Seoul, Gyeonggi, and Chungcheong regions, each with over 7 years of teaching experience. Individual in-depthn iterviews and open-ended questionnaires were used for data collection. The collected data were analyzed using the inductive category analysis proposed by Strauss and Corbin (1988). The analysis involved open coding, axial coding, and selective coding. To enhance the validity of the research results, member check nad peer review, as suggested by Merriam (1998), were utilized.
Results: The study yielded two major categories“Teachers’ competency ofr successful teaching and learning in the safety domain” and “Factors hindering successful teaching and learning in the safety domain”. Under the first category, teachers acknowledged the importance of teaching and learning in the safety domain and demonstrated awareness of the appropriate direction and accuracy for the safety domain curriculum. The second category revealed that students attending safety domain classes exhibited negative perceptions and participation attitudes, such as a lack of awareness of its necessity and lack of interest. Moreover, teachers lacked general pedagogical knowledge to effectively stimulate students’ interest and conduct classes efficiently within the safety domain. Additionally, the educational context, including teaching aids and facilities, was identified as a factor hindering successful teaching and learning in the safety domain.
Conclusion: The study suggests the need to develop the pedagogical content knowledge of safety education for secondary physical education teachers, promote students’ understanding of the importance of safety education, and improve the educational context surrounding safety education.
Method: A phenomenological study, a qualitative research method, was conducted with 6 physical education teachers from middle schools and high schools in Seoul, Gyeonggi, and Chungcheong regions, each with over 7 years of teaching experience. Individual in-depthn iterviews and open-ended questionnaires were used for data collection. The collected data were analyzed using the inductive category analysis proposed by Strauss and Corbin (1988). The analysis involved open coding, axial coding, and selective coding. To enhance the validity of the research results, member check nad peer review, as suggested by Merriam (1998), were utilized.
Results: The study yielded two major categories“Teachers’ competency ofr successful teaching and learning in the safety domain” and “Factors hindering successful teaching and learning in the safety domain”. Under the first category, teachers acknowledged the importance of teaching and learning in the safety domain and demonstrated awareness of the appropriate direction and accuracy for the safety domain curriculum. The second category revealed that students attending safety domain classes exhibited negative perceptions and participation attitudes, such as a lack of awareness of its necessity and lack of interest. Moreover, teachers lacked general pedagogical knowledge to effectively stimulate students’ interest and conduct classes efficiently within the safety domain. Additionally, the educational context, including teaching aids and facilities, was identified as a factor hindering successful teaching and learning in the safety domain.
Conclusion: The study suggests the need to develop the pedagogical content knowledge of safety education for secondary physical education teachers, promote students’ understanding of the importance of safety education, and improve the educational context surrounding safety education.
목차
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구 결과 및 논의
Ⅳ. 결론 및 제언
참고문헌
ABSTRACT
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