스포츠전공 교수자의 IC-PBL 수업의 긍정적 인식 전환과정 분석

Abstract

Purpose: The purpose of this study is to conduct an in-depth analysis of the process of perception change using the grounded theory method. It examines the positive experiences, challenges, and concerns encounted by sports major instructors during their IC-PBL class experiences. Method: The study involved 7 participants all of whom were instructors responsible for IC-PBL courses and had experience teaching at least one course per semester. Strauss and Corbin’s (1998) domain analysis and classification analysis were systematically carried out in a step-by-step fashion. Results: The causal condition was a vague sense of burden, with the situational context being curiosity about the IC-PBL learning method. The central phenomenon observed was the immersion of instructors in the appeal of IC-PBL classes, while the mediating condition involved realistic difficulties. The interaction strategy employed by instructors was the development of their unique teaching models. Their dedicated efforts led to the confirmation that this method can indeed be applied effctively to sports major IC-PBL classes. Conclusion: Throughout the grounded theory process, sports major professors initially experienced challenges and burdens at the outset of IC-PBL classes. However, their perceptions gradually evolved towards positivity, ultimnately confirmng the feasibillity of implementing IC-PBL methods in sports major classes.