초등체육수업에서 세 교사의 실기평가에 대한 이해

Abstract

From the holistic standpoint, this study attempted to describe understandings about playing ability test(PAT) of three teachers in elementary school P. E. classes. Research questions were set up as 1) what kind of backgrounds of test times and methods do the three teachers have, and 2) what are the particular experiences emerged according to test times and methods of the three teachers respectively. Based on the outcome of the survey, 10 teachers who were ideal for the purpose of the study were selected for interviews. Among them, finally 3 teachers were selected as research participant. For data collection, video capturing, descriptive observation, in-depth interviews, and literature review were conducted. Later, the data were analyzed by case-record analysis, inductive classified analysis, and process analysis; and trustfulness of the data was confirmed through triangulation process of the researchers. The findings of the study are as follows. 1) Among the classes of teacher A, test under a real condition was conducted with a lack of appropriateness. Teacher B, who conducted a test under a controlled condition, measured the partial functions under controlled condition, and he did not understand PAT under the concept of performance test spirit, and used an appropriate test tools. Teacher C, who conducted a test on the memory after class, did not use a test tool, instead he used his personal standards. 2) In regards to the particular experiences according to test times and methods of the three teachers, teacher A could be described as 'too busy,' teacher B was 'no burden,' and teacher C was 'no breaks between classes.' 'Too busy' that teacher A experienced was caused by the lack of an appropriate observation tools when he has run the class and the test integrally. Teacher B's 'no burden' was a result that emerged from the errors of the test regarding the partial functions in the controlled condition, not the test under a real condition based on performance-evaluation spirit. Teacher C's 'no breaks between classes' was graded in the break time after observation of each group and drawing up a name list done during the class. It was because the researchers concerned that test during the class may be burden to students and decrease enjoyment of the P. E. class. This is a test method that can not provide a proper feedback under a real condition, and is a result that they did not utilize an appropriate observation tools.