획일적인 단일교육과정 개발에 관한 중등체육 교원들의 견해: 질적연구 접근방식을 활용하여
Secondary PE Teachers’ Perspectives on a Standardized National Curriculum : Based on a Qualitative Research Approach
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The purpose of this investigation was to explore secondary physical education (PE) teachers’ perspectives on a standardized national curriculum. In total, 17 individuals (male=8, female=9)were purposefully invited to participate in formal in-depth interviews that were deductively/inductively analyzed. Themes indicated curricular standardization has some benefits in terms of offering explicit guidance for PE programs and teachers. It, however, has the potential to prevent opportunities for diverse physical activities of secondary school students. In addition, a nationwide curriculum would not be readily accepted in the contextually and culturally diverse U.S. school setting. It could produce a hegemony of knowledge and the resistance of local entities, preventing local autonomy and independence. Curriculum reform in K-12 PE would have to occur voluntarily at the local and state levels to reduce any potential anti-sentiment to reform from individual schools and teachers. PE curriculum must be culturally relevant, locally adoptable, and tailored for student needs and interests.
Abstract
The purpose of this investigation was to explore secondary physical education (PE) teachers’ perspectives on a standardized national curriculum. In total, 17 individuals (male=8, female=9)were purposefully invited to participate in formal in-depth interviews that were deductively/inductively analyzed. Themes indicated curricular standardization has some benefits in terms of offering explicit guidance for PE programs and teachers. It, however, has the potential to prevent opportunities for diverse physical activities of secondary school students. In addition, a nationwide curriculum would not be readily accepted in the contextually and culturally diverse U.S. school setting. It could produce a hegemony of knowledge and the resistance of local entities, preventing local autonomy and independence. Curriculum reform in K-12 PE would have to occur voluntarily at the local and state levels to reduce any potential anti-sentiment to reform from individual schools and teachers. PE curriculum must be culturally relevant, locally adoptable, and tailored for student needs and interests.
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