초록 열기/닫기 버튼
목적 이 연구의 목적은 초등교사양성기관의 수영교육 관련 강좌 운영 실태를 확인하고 개선 방향을 제시하는 것이다. 방법 이를 위해, 2018년 6월부터 2019년 1월까지 초등교사양성기관의 수영교육 관련 문서자료를 수집하였고, 수영교육 담당 조교와 수영 수업을 경험한 예비교사를 대상으로 개방형 질문지, 심층 면담을 통해 자료를 수집하였다. 수집한 자료는 사례 기록과 귀납적 범주 분석을 통해 분석하였고, 동료 간 협의, 구성원 간 검토, 삼각 검증법을 통해 자료의 진실성을 확보하고자 했다. 결과 연구 결과 초등교사양성기관의 수영교육 관련 강좌 개설 및 운영 실태는 ‘체육심화 교육과정’과 ‘공통 교육과정’으로 범주가형성되었다. 체육심화 교육과정에서는 ‘심화 필수(9개교)’, ‘심화 선택(1개교)’, ‘미개설(3개교)’로 하위 범주가 구분되었고, 공통 교육과정에서는 ‘전공 필수(2개교)’, ‘교양 필수(2개교)’, ‘교양 선택(3개교)’, ‘미개설(7개교)’로 하위 범주가 분류되었다. 초등교사양성기관의 수영교육 운영 방향은 ‘확립’, ‘확대’, ‘확충’으로 확립은 ‘목표의 확립’, ‘내용의 확립’, ‘방법의 확립’, 확대는 ‘시수의 확대’, ‘참여자의 확대’, 확충은 ‘경비의 확충’, ‘시설의 확충’이라는 하위 범주를 통해 생성되었다. 결론 초등교사양성기관의 수영교육은 초등학교 현장의 수영교육과 연계되기에 체계적인 계획과 적극적인 실천이 필요하다.
Objectives The purpose of this study was to confirm the operation status of swimming education courses in pre-service teacher educational institutions and to suggest directions for improvement. Methods For this purpose, swimming education syllabus of pre-service teacher education institutions were collected, and data were collected through open-ended questionnaires and in-depth interviews with those in charge of swimming education and participating students. The collected data were analyzed through case records and inductive category analysis. The authenticity of the data was secured through peer-to-peer consultation, member-to-member review, and triangular verification. Results As a result of the study, the actual conditions of operation of swimming education courses at educational institutions for pre-service teacher were divided into ‘physical education in-depth curriculum’ and ‘common curriculum’. The physical education in-depth curriculum was subcategorized into ‘in-depth essential course (9 schools)’, ‘in-depth optional course (1 school)’, and ‘unopened (3 schools)’, and the common curriculum was ‘essential major (2 schools)’, ‘essential liberal arts (2 schools)’, ‘optional liberal arts (3 schools)’, and ‘unopened (7 schools)’ were classified into subcategories. The directions for improvement of swimming education in pre-service teacher educational institutions were categorized into ‘establishment’, ‘extension’, and ‘expansion’. Establishment was created as a subcategory of ‘establishment of goals, establishment of contents, establishment of methods’, extension as ‘extension of times, extension of participants’, and expansion as ‘expansion of expenses and expansion of facilities’. Conclusions The swimming education of pre-service teacher education institutions is linked with the swimming education of elementary schools, so systematic planning and active practice are required.
키워드열기/닫기 버튼
Pre-service Teacher Education Institution, Swimming Education, Elementary School Swimming Practical Education
