체육교육 T-멘토링 프로젝트 참여자의 경험과 변화

서지정보

ㆍ발행기관 : 한국초등체육학회 ㆍ수록지정보 : 한국초등체육학회지 / 17권 / 1호
ㆍ저자명 : 이재용

목차

"Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 제언
참고문헌"

한국어 초록

교육의 성패를 결정짓는 것은 교사의 자질이며 좋은 내용을 어떻게 잘 가르치는가는 대단히 중요한 것이다. 교사의 능력과 교육의 질이 높은 상관관계가 있음을 인정한다면 교육의 질을 향상시키려는 시도는 현장교사의 자질이나 능력을 향상시키려는 노력과 병행되어야 하고, 단순히 교직경험에 의한 것이라기보다는 체계적이며 과학적인 뒷받침이 있는 가운데 교사발달이 이루어져야 한다.

영어 초록

"The purpose of this study was to investigate the experiences and changes of the participants in a physical education T-Mentoring Project. The participants were 4 mentor teachers, 4 mentee teachers, one doctoral students, and one university professor. The mentee teachers experienced team building activities from the November of 2008 through the October of 2009. Their perceptions of experiencing reflective teaching practices and extending pedagogical content knowledge (PCK) were investigated. Experiencing team building activity was comprised of knowing the objectives of team building activities, recognizing the necessity of readiness for the team building activities, experiencing success, experiencing different lesson activities, and executing the different strategies. In experiencing reflective teaching practices, the concepts of ‘instant activity', 'developmentally appropriate activities', 'motivating to participate in physical activity,' 'teaching protocols of lessons', 'keep it brief', and 'using available space appropriately' were well delivered to the mentees. In expanding teaching expertise, 'setting up specific lesson objectives', 'using learning cues', 'providing as many feedbacks as possible', ‘using intratask variation', providing creative learning environments', and 'knowing how to modify games' were improved. They were also encouraged to apply these concepts into their teaching practices. Their extended PCK began to allow their students to learn the lesson contents more and move more vigorously.
※ Key words : T-Mentoring, team building activity, PCK, reflective teaching"

참고 자료

없음