The purpose of this study was to find out what experiences pre-service physical education teachers have before, during and after student teaching along with teacher educational meanings in the experiences. The subjects of this study were 7 senior students in department of physical education of B university located in A city. The data were collected through daily records of student teaching and in-depth interview(group and individual). The collected data were analyzed using the methods of Smith & Kinsella(2009) and Spradley(1980). The analysis showed expectation for learning(knowledge, skills, behavior) and realization(feeling, stimulation, awareness) before student teaching, fight and compromise with 'me'(body, spirit, life), 'you'(teacher, student) and 'it'(instruction, environment, episode) during student teaching, and regret of 'instruction'(plan, execution, evaluation), 'relationship'(forming, maintaining, improving) and 'role'(teacher, attitude, sense of calling) after student teaching. These characteristics were discussed in 4 aspects of educational meanings including seeking essence, seeking forms, seeking roles and seeking status. Lastly, the study suggested unification of student teaching contents, introduction of exclusive teacher system for student teaching, establishment of evaluation system for student teaching program and development of field ability strengthening program available to connect with student teaching in physical education.
Purpose This study has four objectives. First, the study attempted to see if trainee teachers in PE experienced a higher level of burnout as their experience as trainee teacher accumulated. Second, the current study explored whether female trainee teachers experienced a higher level of burnout than their male counterpart. Third, the study examined whether self-efficacy of trainee teachers had a significant causal relationship on the level of burnout. Forth, the study looked into the possible moderating effect of motivation in the relationship between burnout and intention to change their career path. Methods The data for the study were collected from 112 trainee PE teachers of middle and high schools in Seoul and its vicinity. The data were analyzed with the SPSS statistical package. Results First, the trainee teachers’ level of burnout increased between 2nd week and 4th week and the increase was statistically significant except in the sub-dimension of depersonalization. Second, female trainee teachers showed a higher level of emotional exhaustion than their male counterpart. However, male trainee teachers showed a higher level of diminished personal accomplishment than their female counterpart. Depersonalization did not show any statistical mean difference between male and female groups. Among the four teacher self-efficacy sub-dimensions, only teaching competence showed statistically significant negative influence on emotional exhaustion. Lastly, trainee teachers’ level of motivation worked as a significant moderator in the relationship between emotional exhaustion and intention to change their career path.
The aim of this study is to examine the directions of Physical Education Teacher Education (PETE) programs in Korea through the historical changes of each one PETE institute in England and Korea from the 1970s to 2010s based on academicisation. Document analysis and grounded theory were used to analyse historical sources and interviews. I identify four findings. First, the amounts of hours in curricula in both PETE courses have been reduced. Second, discipline knowledge in England was a first priority in the 1970s but has urgently reduced since the 1980s because of the growth and adoption of sport pedagogy. In Korea, discipline knowledge has still kept as a first priority for 40 years. However, professional knowledge in Korea has increased to enhance PETE since the middle of 2000s. Third, teaching experiences in England has increased by nearly double from 15 weeks to 32 weeks. In Korea, student have, and continue to participate in only four weeks of teaching experience. Fourth, education studies in England abolished in the 1990s. In Korea, they urgently increased in 2009. I conclude by confirming the need to study a structure and content of units of discipline knowledge and professional knowledge. I propose a system for selection of majors in the Department of Physical Education.
Purpose The purposes of this study were to examine the influence of a formal sports mentoring program on mentors(pre-service PE teachers), and to identify main factors affecting educational growth of the pre-service teachers. Methods Data were generated in this study using: In-depth interviews, mentoring observations, and document resources from 4 mentors and their mentees as research participants. The collected data were inductively analyzed as an iterative process of working back and forth between the data and the categories(Miles & Huberman, 1994). Results The key findings of this study are as follows. First, mentors developed pre-service teachers’ practical knowledge including teaching knowledge, environment knowledge, student knowledge within teaching contexts. Furthermore, they practiced mentee-centered education through sports mentoring not only by mentees but also for mentees. Second, with respect to the factors impacting mentors’ educational growth, there were two main factors; the systematic structure of a program and mentors’ reflexivity. Mentors improved practical knowledge through the circular ‘experiential learning’ phases the sports mentoring program provided. In addition, mentor had valuable opportunities to learn how to care mentees by reflecting on positive and negative influences deriving from interactions with their mentees. Conclusion Potential benefits were embedded in inherent nature of sport and the unique structure of mentoring. sports mentoring can provide experience of learner-friendly teaching distinct from classes of lecture type. It is necessary to be reconsidered as pre-service PE teacher education program with opportunities of other teaching practice.
Purpose There are two purposes of this study; First is to investigate the reality of curriculum in the qualification system through the coordination process between participants’ experiences and institutional texts. Second is to identify the light and shade of the educational logics underlying the certificate courses of Level 2-sport-for-all-coach. Methods By relying on the institutional ethnography approach(Smith, 2005), the data were collected through on-site materials and semi-structural interviews with seven coaches who participated in the qualification programmes after 2015 system revision. The data were analyzed by mapping the social organization. Results The analysis shows two key findings. First, participants faced inconsistencies with institutional texts in the subcategories of qualification system and experienced (self-)rationalization process including doubt, complaint, acceptance and compromise toward the system. Second, Performance pedagogy and Craft pedagogy were operating at the root of the current qualification system, and the two logics led to the fundamental limitations(unlinked educational content, passive educational activity, and unsystematic educational operation) for the improvement of system. Conclusion The activation of the retrospective approach to distinguish the pros and cons of various educational logics was suggested. These findings are expected to provide useful implications for building the future framework to educate sport-coaches more systematically.
Purpose This study was designed to develop a curriculum for pre-service golf coaches at universities to enhance the coaches’ competencies to counsel athletes on the field. Methods This study was conducted in accordance with the revised and supplemented procedures for the national competency standard (NCS) based curriculum development outline under the level of application of individual instruction-level classes among the types of curriculum development. Results The results were as follows: First, the elements of the counseling competence were guided by conflict resolution counseling, psychological skills training, guidance counseling, coordination and Intervention, and relationship formation. Second, the curriculum was adopted as a curriculum for sports psychology, theory and practice of counseling, counseling practice and super-vision, and psychological skills training, and non-disciplinary activities were participation in group and personal counseling, and an open counseling case study. Third, the feasibility of the curriculum was calculated in the range of 0.8 to 1.0 for all areas to be reasonable. Conclusions The results of this study have structured the counseling competencies required for pre-service golf coaches. Based on this, the results of the study suggest counseling courses in the curriculum of university. This is expected to ultimately seek to improve the coaching field by enhancing the capacity of the coaches.
