예비 특수체육지도자가 경험하는 서비스-러닝에 관한 주관적 의미 탐색

Abstract

This study aims to figure out the subjective meanings of what pre-service adapted physical activity instructors feel during their service-learning experiences and examine the characteristics of each type, thus providing basic data for service-learning utilization. For these purposes, the investigator employed the Q methodology to move forward the study: first, the study selected a total of 38 Q samples after conducting an in-depth interview with 23 pre-service adapted physical activity instructors, building a Q population(statements) of 107 in total based on a literature review, and having an interview with adapted physical activity experts; second, the subjects(P samples) included six men and women each in the sophomore year, six men and women each in the junior year, and six men and women each in the senior year, who totaled 36; third, the P samples were provided with the final selection of 38 Q samples and the Q classification plate to classify according to their subjective judgments. In an interview, they gave reasons for choosing statements that they agreed and disagreed with most; and lastly, a key factor analysis was carried out of the classification results with the QUANL PC program. The findings led to the following conclusions: First, Type 1 of emphasis on field experiences included 21 P samples, who valued positive experiences and learning that they could have on-site through service-learning; second, Type 2 of educational demand included eight P samples, who felt a need for education on the knowledge they would need to prepare and implement service-learning including children's information, counseling methods with parents, and instructional methods; third, Type 3 of self-examination into major competence included seven P samples, who had difficulties with children's problematic behavior including low performance in exercise, absence of communication, and rejection of lessons; and finally, all of the three types actively agreed with "I feel great about how the child is growing" and "I loved the chance to instruct children with disabilities first-hand" and actively disagreed with "I feel like it is due to my incompetence that my students have a lower performance level than other students" and "I had difficulties with the unhygienic acts of children with disabilities and relations with parents.”In subsequent studies, it is considered necessary to develop and confirm the effectiveness of service-learning programs that complement field-oriented education such as education, counseling, and guidance methods for service-learning