초록 열기/닫기 버튼
본 연구는 중등 예비체육교사들이 경험한 교육실습 프로그램을 평가하는 것에 목적을 두고 있다. 이 목적을 달성하기 위해 Kirkpatrick(1998)의 4단계 교육프로그램 평가 모형에 따라 반응, 학습, 행동, 결과에 대한 설문조사를 실시하였다. 설문조사를 통해 수집된 자료 중 총 133부가 빈도분석과 교차분석을 통해 분석되었고, 예비체육교사들의 성별, 운동부 소속 여부, 실습학교 소재지, 실습학교급에 따라 차이가 나타났다. 첫째, ‘반응’ 단계의 평가에서 ‘실습 내용’은 남자, 일반, 지방이, ‘지도교사’는 남자, 일반, 고등학교가, ‘교육시설’은 남자, 수도권, 고등학교가, ‘교육적 경험’은 중학교가 더 긍정적으로 평가하였다. 둘째, ‘학습’ 단계의 평가에서 ‘수업설계’는 일반이, ‘수업실행’에서는 일반, 고등학교가, ‘체육교사의 역할과 책무’는 여자, 중학교가 더 긍정적으로 평가하였다. 셋째, ‘행동’ 단계의 평가에서는 ‘교수행동 강화’와 ‘변화 노력’ 모두 여자와 일반이 더 긍정적으로 평가하였다. 넷째, ‘결과’ 단계의 평가에서 ‘학교체육에 대한 인식 변화’는 여자가, ‘교육실습의 가치 변화’에서는 여자와 중학교에서 긍정적으로 평가하였다. 이러한 연구 결과를 통해 중등 예비체육교사의 교육실습 프로그램은 성, 실습학교 소재지에 따른 차이를 최소화하기 위한 표준화된 양질의 실습프로그램 개발이 필요하나, 운동부 소속 여부 및 실습학교급을 고려한 실습프로그램 개발도 추가적으로 필요함을 알 수 있었다.
The purpose of this study is to evaluate the teaching practice program experienced by secondary pre-service PE teachers. To achieve this purpose, a survey on the reaction, learning, behavior, and result was conducted in accordance with the 4-phases teaching program evaluation model by Kirkpatrick(1998). Through frequency analysis and cross analysis, statistical significances were found in accordance with sex, matter of belonging to the athletic club, location of school for practice, and the school grade for practice. First, in the evaluation of ‘reaction’ phase, ‘practice contents’ was evaluated more positively by men, general, and local area, ‘guidance teacher' was evaluated more positively by men, general, and high school, ‘educational facilities’ was evaluated more positively by men, capital area, high school, 'educational experience’ was evaluated more positively by middle school. Second, in the evaluation of 'learning' phase, ‘instruction design’ was evaluated more positively by general, 'instruction practice' was evaluated more positively by general and high school, 'role and duty of PE teachers' was evaluated more positively by women and middle school. Third, in the evaluation of 'behavior' phase, both ‘reinforcement of teaching behavior' and 'effort for change' were evaluated more positively by women and general. Fourth, in the evaluation of 'result' phase, 'change in perception of school PE' was evaluated more positively by women, 'change in value of teaching practice' was evaluated more positively by women and middle school. Based on the results, this study concludes that it is necessary to develop the standardized high-quality practice program for secondary pre-service PE teachers to minimize gaps, which come from the differences in sex and school locations for practice.
키워드열기/닫기 버튼
pre-service PE teacher, teaching practice, evaluation of education program, school physical education
