성취기준 교육개혁에 관한 미 초등체육 교원들의 인식 고찰
Perceptions of Elementary Physical Education Teachers on Standards-based Reform in the United States
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This qualitative investigation aimed to examine the perceptions of elementary physical education (PE) teachers on standards-based reform in the United States (U.S.). In total, 16 individuals (female=9, male=7) purposefully selected participated in in-depth formal interviews that were inductively and then deductively analyzed. Themes emerged revealed that most elementary PE teachers have strong preference for the standards-based educational approach allowing for teacher and local autonomy. However, participants were also concerned that the broadly described standards have prompted multiple issues such as a lack of understanding of teachers about standards-based learning, the absence of substantial student/teacher assessments, and discrepancy between the standards and actual curricula used in elementary PE programs. The profession of elementary PE must offer more specific and clearer guidelines for the learning standards to secure credibility as a relevant subject in school curricula. Further, standards-based learning for elementary PE would have to entail cooperative efforts among diverse levels of administrative/scholarly groups to promote substantive, systematic change.
Abstract
This qualitative investigation aimed to examine the perceptions of elementary physical education (PE) teachers on standards-based reform in the United States (U.S.). In total, 16 individuals (female=9, male=7) purposefully selected participated in in-depth formal interviews that were inductively and then deductively analyzed. Themes emerged revealed that most elementary PE teachers have strong preference for the standards-based educational approach allowing for teacher and local autonomy. However, participants were also concerned that the broadly described standards have prompted multiple issues such as a lack of understanding of teachers about standards-based learning, the absence of substantial student/teacher assessments, and discrepancy between the standards and actual curricula used in elementary PE programs. The profession of elementary PE must offer more specific and clearer guidelines for the learning standards to secure credibility as a relevant subject in school curricula. Further, standards-based learning for elementary PE would have to entail cooperative efforts among diverse levels of administrative/scholarly groups to promote substantive, systematic change.
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