미국의 학교체육에서 국가교육과정 시스템 도입의 난제 고찰
Challenges of Introducing a National Physical Education Curriculum in the United States
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In recognition of negative consequences from many states’ disparate standards, the idea of introducing a nationwide curriculum has recently arisen by some scholars in the field of K-12 physical education (PE). The purpose of this research was to explore physical education teacher educators’ perspectives on challenges of introducing a national curriculum in the United States’ school contexts. Twenty-five faculty in PE participated (in)formal interviews that were inductively/deductively coded. Based on the in-depth interviews, three primary factors that would make the introduction of national curriculum reform difficult were found: (a) anticipated resistance and anti-federal sentiment of states and local entities to change, (b) sociocultural and regional disparities, and (c) strong beliefs about an idiosyncratic and localized curricular approach among educational professionals. It seems desirable for curricular reform for K-12 PE to occur at a gradual change for the standards-based model rather than total standardization for curricula.
Abstract
In recognition of negative consequences from many states’ disparate standards, the idea of introducing a nationwide curriculum has recently arisen by some scholars in the field of K-12 physical education (PE). The purpose of this research was to explore physical education teacher educators’ perspectives on challenges of introducing a national curriculum in the United States’ school contexts. Twenty-five faculty in PE participated (in)formal interviews that were inductively/deductively coded. Based on the in-depth interviews, three primary factors that would make the introduction of national curriculum reform difficult were found: (a) anticipated resistance and anti-federal sentiment of states and local entities to change, (b) sociocultural and regional disparities, and (c) strong beliefs about an idiosyncratic and localized curricular approach among educational professionals. It seems desirable for curricular reform for K-12 PE to occur at a gradual change for the standards-based model rather than total standardization for curricula.
참고문헌 (39)
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