earticle

영어

On the assumption that the activation of dance depends on dance education, this study purposed to survey how dance class is perceived by pre‐service elementary school teachers who will lead future dance classes in elementary school, which is the place for the most basic dance education, and to provide opportunities to think about strategies for rooting dance education into the field of elementary education. The participants of this study were 12 pre‐service elementary school teachers who were seniors at J University of Education, and data were collected for about 2 months from August to October, 2014 through 3 questionnaire surveys, 6‐9 individual interviews, and 2 group interviews. From the contents of the interviews were drawn out common words using Glaser & Strauss’ grounded theory method, and the words were classified according to meaning, and the process of perception was analyzed along the flow of time and relationship. According to the results, the students’ perception of dance class that they would serve in the future as a teacher was affected by their past experiences as an elementary school child and their experiences as a pre‐service elementary school teacher and the interaction of these experiences with their social perceptions and educational knowledge. The participants perceived dance class not as an independent curriculum but as a part of physical education, and thought that the class may be skipped depending on the teacher’s will, learning environment, and other considerations. The most significant factor resulting in such perception of dance class was the absence of purpose, which was followed by pleasure and expertise. They usually associated these factors negatively with dance class, and it was concluded that the participants would not conduct dance classes as an elementary school teacher. If dance education is not performed adequately in elementary school, it will lead to declines in dance activity as a lifelong leisure activity, in the enjoyment of dance performances, in the number of dance students, and ultimately in the recognition of the importance of dance. Now when all the other curriculums are seeking learner‐centered class environment, dance education also needs to be changed rather than insisting on existing learning methods and curriculums. That is, it is required to design easier and more pleasant dance classes, to explore the educational goals of the class, to implement learning activities sharing ideas, and to develop various dance learning activities.

한국어

본 연구는 무용의 활성화는 무용교육에 달려있다는 전제 하에 초등학교 수업을 이끌어갈 예비초등교사들이 인식하고 있는 무용수업에 대해 살펴보고, 교육현장에서 적용되어질 수 있는 방안에 대해 논의하는데 그 목적이 있다. 연구참여자는 예비초등교사로 J교대 4학년에 재학 중인 학생 12명으로 2014년 8월부터 10월까지 약2개월 동안 3번의 질문지, 6∼9번의 개별인터뷰, 2번의 집단인터뷰로 자료를 수집하였다. 수집된 자료는 Glaser & Strauss의 근거이론적분석법을 이용하여 포괄적인 인터뷰 내용에서 공통적 단어를 구분하고 그 의미에 맞게 분류하여, 이를 시간, 관계의 흐름에 따라 인식되는 과정을 분석하였다. 그 결과 학생들의 무용수업에 대한 인식은 과거 무용수업경험과 예비초등교사로서의 경험이 사회적인 인식, 교육적 지식과 영향을 주고받으며 앞으로 하게 될 무용수업의 인식에 영향을 주는 것으로 파악되었다. 연구참여자들은 무용수업을 독립된 교육과정으로 인정하기 보다는 체육의 한 종목으로 인식하였으며, 교수자의 의지와 학습환경, 여건에 따라 수업을 하지 않아도 되는 것으로 생각하였다. 이러한 무용수업인식에 영향을 주는 요소는 목적의 부재, 즐거움, 전문성 세가지요소로 긍정적인 요소보다는 부정적인 요소가 지배적이었다, 초등교육현장에서부터 제대로 이루어지지 않은 무용교육은 평생여가활동으로 무용, 무용공연관람, 무용전공자 수의 감소로 이어질 것이며 무용교육의 중요성은 더욱 감소할 것이다. 보다 쉽고 즐거운 무용수업, 배움이 있는 수업 목표탐색, 생각을 공유하는 학습활동의 구현, 다양한 무용학습활동의 개발이 필요하다.