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2급 생활스포츠지도사 자격검정제도의 조정과정 분석을 통한 조직된 실제와 교육논리 탐색

Exploring the Organized Realities and Education Logics In the Qualification Training System for Level2-Sport-for-all-Coach Through the Analysis of Coordination Process

유주영
국민체육진흥공단 한국스포츠과학원 (Korea Institute of Sport Science)|2021.03|체육과학연구 (Korean Journal of Sport Science)|제32권 제1호|pp. 65-84|DOI 10.24985/kjss.2021.32.1.65

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참고문헌

키워드

조정교육과정CurriculumCoordination자격검정제도조직된 실제교육논리QualificationSystemOrganized realityEducational Logic
주제분류체육

초록

〔목적〕 본 연구의 목적은 2급 생활스포츠지도사 자격취득자들의 경험적 언어와 정부 및 산하기관의 제도적 텍스트의 조정과정에서 교육과정의 조직된 실제를 이해하고, 그곳에 내재된 교육논리의 명암을 파악하는 데 있다. 〔방법〕 이를 위해 Smith(2005)의 제도적 문화기술지(institutional ethnography)를 방법으로 채택하였다. 참여자는 2015년 개편이후 검정에 임한 7명의 자격취득자로 선정되었다. 자료는 현지자료와 반-구조화된 면담을 통해 수집되었다. 취합된 자료는 사회적 조직도 그리기(mapping social organization) 방법으로 분석되었다. 〔결과〕 첫째, 참여자들은 필기검정, 구술·실기검정, 일반연수, 현장실습 영역에서 불일치 현상을 당면한 뒤, 자격시스템을 향한 의문, 불만, 수긍, 타협의 (자기)합리화 과정을 겪었다. 둘째, 현행 자격제도의 근저에는 기능주의 페다고지(performance pedagogy)와 경험주의 페다고지(craft pedagogy)가 작동하였고, 두 교육논리는 시스템 발전의 근원적 한계(비연계적 교육내용, 비주체적 교육활동, 비체계적 교육운영)를 야기하였다. 〔결론〕 자격체제의 진일보를 위해 정부 및 산하기관은 기존의 메커니즘을 관성적으로 고수하기보다, 다양한 교육논리의 허와 실을 선별해야 함을 제언하였다. 이러한 결론은 향후 체육전문인 양성을 위한 국가단위 프레임워크(framework) 구축에 유효한 함의를 제공할 것으로 기대된다.

Abstract

[Purpose] There are two purposes of this study; First is to investigate the reality of curriculum in the qualification system through the coordination process between participants’ experiences and institutional texts. Second is to identify the light and shade of the educational logics underlying the certificate courses of Level2-sport-for-all-coach. [Methods] By relying on the institutional ethnography approach(Smith, 2005), the data were collected through on-site materials and semi-structural interviews with seven coaches who participated in the qualification programmes after 2015 system revision. The data were analyzed by mapping the social organization. [Results] The analysis shows two key findings. First, participants faced inconsistencies with institutional texts in the subcategories of qualification system and experienced (self-)rationalization process including doubt, complaint, acceptance and compromise toward the system. Second, Performance pedagogy and Craft pedagogy were operating at the root of the current qualification system, and the two logics led to the fundamental limitations(unlinked educational content, passive educational activity, and unsystematic educational operation) for the improvement of system. [Conclusions] The activation of the retrospective approach to distinguish the pros and cons of various educational logics was suggested. These findings are expected to provide useful implications for building the future framework to educate sport-coaches more systematically.

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