자기결정적 체육교사 학습공동체의 실천에 대한 경험적 의미 탐색
Empirical Meaning Search for Practice of Self-determinate PE Teachers' Professional Learning Community
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참고문헌
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이 연구의 목적은 실행연구를 실천하고 있는 자기결정적 체육교사 학습공동체의 참여와 그 경험의 과정을알아보고, 그들이 교사학습공동체에 대해 어떻게 생각하는지, 협력적 실행연구를 통해 나타나는 다양한 경험적 맥락들의 의미는 무엇인지에 대한 내적 과정을 탐색해보는 것이다. 연구 참여자는 목적적 표집에 따라 교사연구자를 집중 표집 하였으며, 포커스 그룹 인터뷰, 웹기반 커뮤니티를 활용한 현장노트 등의 자료를 모으고합의적 질적 분석 방법에 따라 자료 분석을 실시하였다. 연구 결과, 현장에서 이론과 실제의 차이를 극복하기위해 구성원 간의 상호작용을 통한 수업운영 방법을 공유․실천하는 교사학습공동체의 모습을 살펴볼 수 있었다. 이와 아울러 교사 고립문화, 수업운영의 시각차 등과 같은 저항과 연구과정에 대한 학문적 어려움, 공동체내에서의 관계 갈등도 있었다. 그리고 협력적 실천을 통해 다양한 수업의 맥락에 유연하게 대처할 수 있도록진화하는 협의체를 지향하고자 하였다.
Abstract
The purpose of this study was to recognize the process of the experience and the participation in self-determinate PE teachers' professional learning community who carry out implementation research. This study was also to find out how they feel about professional learning community, and search the internal process about what the various empirical context which appears in collaboration implementation research means. Teachers as researchers were chosen for study participants by intensity sampling according to purposeful sampling. The data was gathered by focus group interview and field note using web based community and analyzed by consensual qualitative research (CQR). As a result of this study,we could observe the teachers' professional learning community share and put in practice the methods of class management through members' interactions to overcome the differences between the theory and the reality in the field. There were some resistance such as a culture of teacher isolation and difference in views about class management, academic hardships about the study process, and conflicts in community relations. They also tried to aim towards the evolving consultative group in order to be flexible in a diverse class context through collaborative practice.
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