CAU Scholar's Space: You, Jeong Ae

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You, Jeong Ae (유정애)

사범대학 (체육교육과)

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Tel 02-820-5789
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physical education:24||Physical Education:9||physical education curriculum:8||학교체육:8||학생선수:8||school physical education:7||체육교육:7||national curriculum:6||Taekwondo:6||liberal education:5||태권도:5||curriculum:4||교육과정:4||체육진로교육:4||student athletes:4||elective curriculum:4||narrative inquiry:4||free semester system:3||통합체육교육:3||career education:3||체육과 교육과정:3||curriculum development:3||신체 활동:3||physical activity:3||국가직무능력표준:3||Physical education:3||Studentathletes:3||School Physical Education:3||연구동향:3||sport career education:2||sport career interest scale:2||일반학생:2||physical education and health:2||자유학기제:2||Treatment:2||National Curriculum:2||physical education evaluation:2||선택중심 교육과정:2||Public sport club:2||creativity:2||physical education textbook:2||student:2||중학교 체육:2||교육과정 개발:2||학교스포츠클럽:2||학교체육정책:2||스키:2||studentathletes:2||지역사회연계:2||스포츠:2||School sport club:2||Guideline:2||스포츠교육:2||National curriculum:2||middle school:2||minimum academic achievement policy:2||진로교육:2||curriculum making:2||협력적 로컬거버넌스:2||신체활동:2||질 관리:2||StudentAthletes:2||국가수준 체육과 교육과정:2||team teaching:2||scale development:2||여학생:2||체육 교육과정:2||Community connection:2||Diagnosis:2||체육과 건강:2||inservice education:2||Physical education teacher:2||체육교과서:2||체육교사:2||체육교사교육:2||Obesity:2||예비 교사:2||예비체육교사:2||selfstudy:2||2015개정 체육과 교육과정:2||integrated physical education:2||Child:2||ski:2||validation testing:2||Girls:2||Career Decision Type:2||Collaborative local governance:2||social integration:2||Transfer to lifetime PE:2||Occupation:1||Occupational importance:1||Occupational performance:1||Olympic Education:1||Online:1||Outcome Assessment:1||PELE:1||Peer Students:1||Peer student:1||Physical Activities:1||Physical Disability:1||Physical Education Activity:1||Physical Education Curriculum:1||Physical Education High School:1||Physical Education Teacher:1||Physical Education Teacher Education:1||Physical activity:1||Physical education career research trends:1||Physical education curriculum:1||Physical education for young children:1||Physical education policy:1||Physical education textbook:1||Poomsae:1||Poomsae Competition:1||Preservice Teacher:1||Preservice physical education teacher:1||Preservice Teachers:1||Professional growth:1||Public Value:1||Publication Ethics:1||Quality management:1||Recently:1||Recommendations:1||Renovation of school sports system:1||Research Trend:1||Research ethics:1||Research misconduct:1||Revised standard curriculum:1||Riding Education:1||Rule Identity:1||STEAM:1||School Grades:1||School Physical Education Policy:1||School occupational competency:1||School physical education:1||Sex equity:1||Sex stereotype:1||Sleep behavior:1||Sociality:1||Sport Activity:1||Sport Career Counselor:1||Sport Career Education:1||Sport Club:1||Sport Law:1||Sport Occupational Theme:1||Sport Pedagogy:1||Sport leaders:1||Sport pedagogy:1||Sports:1||Sports Career Education:1||Sports Leader:1||Sports manager:1||Sports renovation committee:1||Stress:1||Taekwondo education:1||Teacher as curriculum maker:1||Teacher education:1||Teacher education program in physical education:1||Teacher perception:1||Teacher qualifying training:1||Teachers as curriculum makers:1||Teaching career:1||Teaching motivation:1||Textbook analysis:1||Universiade competition:1||University studentathletes:1||Unpopular sports:1||Winning Experiences:1||Woman:1||Youth:1||Youth depression:1||Youth sports:1||a national curriculum maker:1||academic discipline:1||academic performance:1||achievement:1||administrative organization:1||administrative work:1||adult learners:1||affective domain:1||alternative education:1||analysis framework:1||and the advertisement of systematic structure in educational contents) that the societal demand based standardized curriculum making in sports for all could contribute. Finally:1||arts education:1||athletic club culture:1||attitude:1||autoethnography:1||balance walking PT:1||beginning teacher:1||beginning teachers:1||behavior index:1||career decision:1||career development competencies:1||career information searching:1||coparticipational education welfare:1||collaboration:1||college entrance system:1||combined exercise:1||common program:1||competency indicator:1||competitive power:1||conceptbased integration:1||conducting physical education for young children:1||content design:1||convergence education:1||core competency:1||core competency management:1||covid19:1||creative mind:1||creative school management:1||creative thinking:1||cultural integration:1||culture & arts:1||curriculum alignment:1||curriculum design:1||curriculum developer:1||curriculum structure:1||dance education instructors:1||dance education leaders:1||department head:1||desire:1||discourse critique:1||discourse culture:1||early childhood education:1||education welfare:1||educational communities of practice:1||educational competency:1||educational direction:1||educational domain:1||educational environment:1||educational meaning:1||educational power:1||educational technology:1||educational work:1||elementary physical education:1||evaluation content standards:1||evaluation method:1||exercise performance:1||expertise for physical education teachers:1||freshman:1||future society:1||gender integration:1||general education:1||graduate education:1||graduate program:1||health education:1||high school:1||implementation strategies:1||inclusion physical education:1||inclusive physical education:1||instructional evaluation:1||integrated future society:1||integration way:1||interdisciplinary education:1||interest and personality:1||internal evaluation:1||job training:1||kinesiology:1||kinesiology accreditation:1||knowledge based society:1||knowledge communities:1||learned Helplessness:1||learning competency:1||liberal arts:1||lifelong learner:1||localization:1||major education:1||maladjustment students:1||metaphors of teaching:1||middle manager:1||minimum academic achievement:1||narrative:1||national competency standards:1||national level:1||national physical education:1||national physical education curriculum:1||national team:1||new knowledge:1||new physical education teacher:1||occupational specification:1||occupational type:1||online career administration system:1||online lecture:1||paradigm coevolution:1||parents:1||pedagogy:1||perceptions:1||physical activities of young children:1||physical education as liberal education:1||physical education course:1||physical education curriculum document:1||physical education model:1||physical education policy:1||physical education reform:1||physical education vision:1||pleasant life:1||policy analysis:1||policy content:1||policy making process:1||policy outcome:1||practical dilemma:1||preservice physical education teacher:1||processoriented evaluation:1||professional program:1||quality management:1||realtime interactive:1||research trend:1||revision burdens:1||revision discourse:1||role expectation:1||roles of physical educators:1||school context:1||school sport coaches:1||school sports clubs:1||screen silverzone:1||secondary physical education:1||secondary students:1||selfunderstanding:1||senior physical education:1||senior secondary school:1||ski instructor:1||ski instructor education:1||ski instructor education program:1||specialized high school:1||sport:1||sport career interest inventory:1||sport education:1||sport instructor certificate:1||sport instructor education:1||sport occupational theme:1||sport pedagogy:1||sport policy:1||sports club activity:1||sports culture:1||sports for all instructor:1||sports for all learner:1||standards of dance education curriculum:1||studentcentered diversity:1||studentsathletes':1||subject matter:1||sustainable program:1||teacher collaboration:1||teacher community:1||teacher development:1||teacher education:1||teacher evaluation:1||teacher inservice program:1||teacher knowledge:1||teacherascurriculummaker:1||teachers as curriculum makers:1||teaching:1||teaching culture:1||teaching method:1||textbook policy:1||textbooks:1||the body of knowledge:1||the establishment of educational philosophy per each sport in sports for all:1||the societal demand based standardized curriculum making in sports for all should be focused to meet internal and externals needs toward sports for all. The internal needs toward sports for all has been met the necessity and unification of tailored educational programs of sports for all in different life stages:1||themebased integration:1||there is a growing focus of Sport Pedagogy’ educational role in sports for all. The purpose of this paper is to explore the direction and roles of societal demand based standardized curriculum making in sports for all. First:1||this paper has emphasized practical tasks to improve educational expertise in sports for all like sharing expertise of sports program development by sport pedagogists and associationinitiated establishment of educational system per each sport.:1||this paper has suggested three roles (such as the quality management of association initiated education in sports for all:1||training experience:1||undergraduate program:1||university education:1||university lives:1||value orientation:1||whereas the external needs should be summarized the reinforcement of public value and societal roles. Moreover:1||가치정향:1||개념 중심 통합:1||개정 담론:1||개정 부담:1||개정 표준교육과정:1||건강 교육:1||검사지 개발:1||검사지개발:1||고등교육인증:1||고등학교 입학:1||고등학생:1||공공스포츠클럽:1||공적가치:1||과정중심평가:1||교과서 분석틀:1||교사 교육:1||교사 평가:1||교사재교육:1||교수학습 평가:1||교원 자격 연수:1||교육과정 개발자:1||교육과정 구성:1||교육과정 질 관리:1||교육과정개발:1||교육내용:1||교육목표:1||교육실천공동체:1||교육업무:1||교육영역:1||교육환경:1||국가 교육과정:1||국가 교육과정 개발자:1||국가교육과정:1||국가수준:1||국가수준 교육과정:1||권고안:1||극복 계기:1||내러티브:1||내신:1||내용 구성:1||내용 기준:1||뉴스포츠:1||다측면성:1||담론 문화:1||담론 비평:1||대학원 교육:1||대학원 교육과정:1||대학특기자:1||디지털 리터러시:1||또래 대학생:1||또래학생:1||리터러시 역량:1||무용교육:1||무용교육 교육과정 기준 개발:1||무용교육 전문인:1||무용교육전문인:1||문화(文化)통합:1||문화예술:1||미래사회:1||미래사회통합:1||밸런스워킹PT:1||복합운동:1||분류체계:1||사회통합:1||생활체육:1||생활체육지도자:1||생활체육학습자:1||성(性)통합:1||성과 평가:1||성인학습자:1||성장 과정:1||셀프 연구:1||수련 경험:1||수업 내실화:1||수업 위기:1||수학적 내용 요소:1||스키 지도자:1||스키 지도자 양성 프로그램:1||스포츠 지도자 교육:1||스포츠 지도자 양성:1||스포츠 지도자 자격:1||스포츠교육학:1||스포츠정책:1||스포츠지도사:1||스포츠진로상담사:1||스포츠혁신위원회:1||승마교육:1||신입생:1||신지식:1||실시간 쌍방향 수업:1||실천적 딜레마:1||실행 전략:1||실행가능성:1||아동우울:1||양성교육과정:1||여대생:1||여중생:1||역량 지표:1||역량교육:1||역량기반 교육과정:1||역량중심 체육교육:1||연구 부정행위:1||연구윤리:1||예술교육:1||온라인:1||온라인 강의:1||온라인 이력관리시스템:1||올림픽교육:1||우승경험:1||운동부 지도자:1||유소년:1||유소년스포츠:1||유아신체활동:1||유아체육:1||유아체육교육:1||융합교육:1||융합수업:1||융합인재교육:1||인식 변화:1||자문화 기술지:1||자유학기제. 예술·체육활동 모형:1||장애(障碍)통합:1||전공 교수법:1||전공교육:1||정부주도:1||정책 내용:1||정책 분석:1||정책 성과:1||정책형성과정:1||좋은 수업:1||좋은 체육수업:1||주제 중심 통합:1||중등체육교육:1||중요도:1||즐거운 생활:1||지식:1||지식 기반 사회:1||지식구조:1||직무:1||직무 수행도:1||직무 중요도:1||직무내용:1||직무유형:1||진로:1||진로결정 요인:1||진로결정 유형:1||진로결정 자기효능감:1||진로결정수준:1||진로결정유형:1||진로장벽:1||진로준비행동:1||진로진학상담교사:1||질적사례연구:1||창의성:1||창의융합교육:1||책무:1||체육:1||체육 교과:1||체육 교사:1||체육 교사 역할:1||체육 교사 전문성:1||체육 교육:1||체육 수업 평가:1||체육계열:1||체육계열 학과:1||체육과 교육과정 개정:1||체육과 교육과정 문서 체제:1||체육과 선택 과목:1||체육교원양성기관:1||체육교육과정:1||체육교육모델:1||체육비전:1||체육인재:1||체육정책:1||체육직업군:1||체육직업군분류체계:1||체육진로:1||체육진로 연구:1||체육진로흥미:1||체육진로흥미검사:1||체육특기자:1||체육학:1||체육학 인증:1||체육활동:1||초등 체육:1||초등체육:1||초임교사:1||최저학력제:1||출판윤리:1||코로나 19:1||키워드 네트워크 분석:1||타당도 검증:1||타당화 검증:1||태권도교육:1||테크놀로지:1||통합 방식:1||팀티칭:1||평가 방법:1||평가지표:1||평생체육으로 전이:1||표준교육과정:1||표현활동:1||품새대회:1||학교 교육 내실화:1||학교 교육 위기:1||학교스포츠 시스템 혁신:1||학교체육진흥법:1||학부 교육:1||학습 무기력:1||학습 영역:1||학습 전략:1||학습경험:1||학습무기력:1||학습자중심:1||학습전이:1||학습정서:1||학업 생활:1||학업관리:1||핵심역량:1||핵심역량관리:1||행동 지표:1||행정업무:1||현장 직무역량:1||혼성 체육 수업:1||훈련관리:1||2015 Revised Physical Education Curriculum:1||흥미와 성격:1||2015 revised physical education curriculum:1||Academic life:1||Acceptance of Disability:1||Achievement Standard:1||Art&physical Education Activity:1||Assessment:1||Athletic training:1||Behaviour:1||Body:1||Burnout:1||Career:1||Career Barrier:1||Career Decision Factors:1||Career Decision Level:1||Career DecisionMaking SelfEfficacy:1||Career Development Gender Inequity:1||Career Preparation Behavior:1||Career searching:1||CareerCounselling Teacher:1||Classification Scheme:1||Coeducational Physical Education Classes:1||Coherence:1||Collaboration:1||Competency education:1||Competencybased Curriculum:1||Competitiveness:1||Content System:1||Convergence Instruction:1||Coping incidents:1||CreativityConvergence Education:1||Crossculture:1||Curriculum:1||Curriculum Issues:1||Curriculum Quality Management:1||Curriculum maker:1||Curriculum making:1||Curriculum reform:1||Dance Education:1||Digital Literacy:1||Educational Content:1||Educational Curriculum:1||Educational Meaning:1||Educational Objectives:1||Elementary Physical Education:1||Expressive Activity:1||Expressive activity:1||Extracurricular Curriculum:1||Feasibility:1||Female College Students:1||Folk Sports:1||Free Semester:1||Free Semester System:1||Governmentinitiated:1||Growth process:1||Health behaviour:1||High School Students:1||High school entrance:1||Higher Education Accreditation:1||Higher education:1||IPA:1||ITF:1||Importance:1||Inclusive Physical Education:1||Keyword network analysis:1||Kinesiology department:1||Knowledge structure:1||Korean Olympic Committee:1||Korean national curriculum:1||Laban analysis:1||Learned helplessness:1||Learning Emotion:1||Learning Experience:1||Learning Strategy:1||Learning Transfer:1||Level of Sport Participation:1||Literacy Competence:1||Male athletes:1||Mathematical Content:1||Middle Female Students:1||Middle School:1||Middle School Physical Education:1||Movement:1||NCS:1||Narrative inquiry:1||National Competency standards:1||National Physical Education Curriculum:1||Newsports:1||Novice teachers:1||

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