신규체육교사의 특성화고등학교 교직문화 경험 이해

Abstract

The purpose of this paper was to understand new physical education teachers‘ experiences of teaching cultures in specialized high schools in Korea. For doing this, three new P.E. teachers were selected as research participants and three data methods such as in-depth interview, non-participation observation and document analysis are used. The collected data were analyzed using five steps such as transcribing, memoing, open coding, in-depth coding, and theme making). As a results, the new P.E. teachers have experienced conflicts between educational philosophies due to teachers' age gap, school management based on specialized subjects, getting job-oriented school culture rather than learning subjects, school culture for recruiting good students, and student culture based on academic scores. The new P.E. teachers without any experiences in the specialized schools have greatly faced culture shock due to unique school culture of specialized high schools, have confused their identities as teachers, and have lack of professional development. This paper has suggested two things such as the role of teacher community in the school level, and tailored teacher in-service programs that fit into new P.E. teachers have employed in the specialized high schools in order to reduce the difficulties of new P.E. teachers.

The purpose of this paper was to understand new physical education teachers‘ experiences of teaching cultures in specialized high schools in Korea. For doing this, three new P.E. teachers were selected as research participants and three data methods such as in-depth interview, non-participation observation and document analysis are used. The collected data were analyzed using five steps such as transcribing, memoing, open coding, in-depth coding, and theme making). As a results, the new P.E. teachers have experienced conflicts between educational philosophies due to teachers' age gap, school management based on specialized subjects, getting job-oriented school culture rather than learning subjects, school culture for recruiting good students, and student culture based on academic scores. The new P.E. teachers without any experiences in the specialized schools have greatly faced culture shock due to unique school culture of specialized high schools, have confused their identities as teachers, and have lack of professional development. This paper has suggested two things such as the role of teacher community in the school level, and tailored teacher in-service programs that fit into new P.E. teachers have employed in the specialized high schools in order to reduce the difficulties of new P.E. teachers.